Define Where You Are Define Where You Want to Be Describe How You Will Get There Implement Monitor, Ask Questions Evaluate, Ask Questions Adjust -cycling back through CI process Make Informed Decisions
Define Where You Are –Ask Questions, Collect Data Analyze all data sources and define current state of the program Data Sources: Every classroom assessment taken (benchmark, quiz, teacher observation, every campus assessment (TPRI, STAR, AR reports, ITBS, SOI, PASeries) every referral (discipline, 504, Dyslexia, IDEA), every item reported in PEIMS (at- risk, econ dis, AEP, JJAEP), longitudinal Studies (COMPASS), cohort Studies, surveys, parental communications.
Define Where You Want to Be Commissioners Percentages for each subject area, each student population Enhanced Goals: What level each student will be reading, ESL student performance, SAT & ACT scores, college enrollment, Commended Performance, UIL Performance, GT Performance, Achieve Texas enrollment Campus Goals Teacher Goals Student / Parent Goals
Describe How You Will Reach Your Goals Program Descriptions using critical attributes or criteria Who will do what? How often? Which Students? Timeline Materials Resources Strategies, Procedures, Guidelines, Flowcharts Formative Assessments that will drive Program Adjustments
Implement Program Make sure all participants understand how program will be activated How? Logistics? How often? Schedule? By whom? Who is responsible? With whom? What student group? How selected? What resources? Materials, Curriculum, Strategies, Guidelines? Until When? Exit Procedures? Documentation? Records? Data collected?
Monitor – What Will You Be Looking For? Can you Document that Critical Components of the Program ARE Being Implemented? What will you use as criteria? Example: 10 students with STAR IRL scores more than 2 grade levels below grade placement will: Use EYEQ software three times a week for 7 minutes a day to increase speed & comprehension. Be required to read 1 biographical, 1 novel, and 1 AR book of their choice during the six weeks. Be given explicit direct reading instruction every other day. After 6 weeks re-take the STAR test.
Critical Components Exposure to EYEQ software program (add who, when, where) Accountability for increasing their reading repertoire (add teacher defined reading lists) Explicit & Direct Reading Instruction at appropriate Grade Level (See Nat Inst for Lit. http://www.nifl.gov/partnershipforreading/que stions/questions_about.html ) http://www.nifl.gov/partnershipforreading/que stions/questions_about.html Assessment using a benchmark test (STAR and perhaps additional TAKS-like assessments)
CRITICAL COMPONENTS of a Researched-based Reading Program Direct Instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. For systematic instruction, lessons build on previously taught information, from simple to complex, with clear, concise student objectives that are driven by ongoing assessment. Students are provided appropriate practice opportunities which directly reflect instruction.
CRITICAL COMPONENTS of a Researched-based Reading Program Direct instruction is an instructional approach that utilizes explicit and structured teaching routines. A teacher using direct instruction models, explains, and guides the students through extended practice of a skill or concept until mastery is achieved. The lessons are fast paced, students are academically engaged, and teachers are enthusiastically delivering instruction. Direct instruction is appropriate instruction for all learners, all five components of reading, and in all settings (whole group, small group, and one-on-one).
Evaluate Program YOU CANNOT EVALUATE WHAT YOU HAVE NOT DEFINED or DESCRIBED IT. Formative Assessments – taken at short intervals to identify unsatisfactory and satisfactory conditions that might need tweaking within a short period of time. BASED ON PROGRAM DESCRIPTION Example: Flex Period Survey of student participation, valuing, improvement documented, scheduling issues Survey of teachers, participation, valuing, improvement documented, scheduling issues
Evaluate Program Summative Assessments – taken at the end of the program or as in grade level programs, at the end of the year. Program Evaluations should be taken over a period of at least 3-5 years to establish a trend and to determine if the change process has been given enough time to take effect. As a result- programs should not be implemented without a commitment of 3-5 years.
Resources for Researched-based Best Practices in Reading US Department of Education: http://www.ed.gov/rschstat/eval/other/reading/state- k3-reading.html http://www.ed.gov/rschstat/eval/other/reading/state- k3-reading.html Nat Inst for Lit http://www.nifl.gov/partnershipforreading/questions/q uestions_about.html http://www.nifl.gov/partnershipforreading/questions/q uestions_about.html Older-Struggling Readers: http://www.prel.org/products/Products/reading- instruction.htm http://www.prel.org/products/Products/reading- instruction.htm http://www.fcrr.org/curriculum/curriculumInstructionF aq1.htm#11 http://www.fcrr.org/curriculum/curriculumInstructionF aq1.htm#11 TEA http://www.tea.state.tx.us/reading/http://www.tea.state.tx.us/reading/
Adjust Program Adjustments may take place at any time, but a Formal Adjustment should be scheduled at least once a year. Program Descriptions need to be edited and disseminated throughout the organization, especially among new teachers.
Define Where You Are Define Where You Want to Be Describe How You Will Get There Implement Monitor, Ask Questions Evaluate, Ask Questions Adjust-cycling back through CI process Make Informed Decisions