October, 2006 Leadership Session: A Proposal for Further Professional Development for Cohort A Reading First Schools Hank Fien Center for Teaching and Learning

Priorities for ORFC Roll out a plan for appropriate use of Diagnostic Assessments –Multiple gating procedure to reduce # of students needing Diagnostic Assessments Link RF initiative and Oregon’s RTI model Evaluating systems and student level growth (Goal-setting) Making RF sustainable –District and School Literacy Plans

Core Principles of RTI (National Association of State Directors of Special Education, 2006) 1.We can effectively teach all children using SBRR 2.Intervene early and strategically 3.Use a multi-tier model of service delivery 4.Use a problem-solving approach to make decisions within a multi-tiered model 5.Use research-based, scientifically validated interventions/instruction to the extent available 6.Monitor student progress to inform instruction 7.Use data to make decisions 8.Use assessment for comprehensive purposes

Linking RTI to Oregon RFComponents Reading First RTI Reading Instruction based on SBRR for ALL   Multi-Tiered System   Implement research validated intervention programs and intensify when necessary   Universal Screening System   Progress monitoring System   Data-based decision making   Systems level problem identification and problem solution  Student level problem identification and problem solution  Alternative Special Education Eligibility Determination 

Healthy Systems (Tiers) Matter School A Student weekly growth:.5 cwpm Instructional Group Average weekly growth:.5 cwpm School B Student weekly growth:.5 cwpm Instructional Group Average weekly growth: 1.75 cwpm

Oregon RF Three-tiered Approach TIERDIBELS INSTRUCTIONAL RECOMMENDATION INSTRUCTIONAL PLACEMENT ASSESSMENT PLAN TertiaryIntensive/At Risk/Deficit Part Core + Replacement Program Progress Monitoring: 2-4 x Month In-Program Assessments Diagnostic Assessment Screening & Outcome Assessment SecondaryStrategic/Some Risk/Emerging Core Reading Program + Supplement Progress Monitoring: 2-4 x Month In-Program Assessments Screening & Outcome Assessment PrimaryBenchmark/Low Risk/Established Core Reading Program Progress Monitoring: Term In-Program Assessments Screening & Outcome Assessment

How We Currently Think About Reading Goals and Adequate Reading Progress or Growth

Professional Development Options Option #1: ODE’s State Personnel Development Grant Option #2: Oregon Reading First’s PD series

Option #1: ODE’s State Personnel Development Grant Competitive application process –funding 2 cohorts for approximately 4 years each –16 districts will be funded (the entire district must participate) –Content year 1: PBIS year 2: RTI year 3: Using data to intensify interventions year 4: Maintenance –Support (Trainer of Trainers Model): Statewide coordinators/ District Coordinator/School coach

Option #2: Oregon Reading First’s PD series Training series is optional, if interested submit application –Application due by November 22nd Content: –Systems-level problem solving –Systems level and individual growth and goal setting –RTI in a Three-tiered model (Tigard-Tualatin Series) –District and School Literacy planning (Sustainability) PD mechanism –Statewide, Regional, school-based Funding: –February, 2007 ODE will fund – school year either RF funding or alternative ODE funds