1 Oregon K-12 Literacy Framework and K-3 Statewide Outreach

2 Organization of the Framework The K-12 Literacy Framework is organized around the following six components: Goals (Module 1) Assessment (Modules 1, 2, and 3) Instruction (Modules 1, 4, 5, and 6) Leadership (Module 7) Professional Development (All Modules) Commitment

3 A 3 X 6 Matrix Implementation of the Oregon Literacy Framework District Support for Implementation of the Oregon Literacy Framework State-Level Initiatives to Support Districts/Schools in Implementation of the Oregon Literacy Framework

4 Module 1: Introduction to RTI and the Schoolwide Reading Model Focus is on the essential features of a Schoolwide Reading Model and how the model aligns with a three-tier instructional approach. The session will identify ways to optimize and coordinate instructional time, scheduling, and grouping within and across grade levels, allowing schools to maximize differentiation and make the best use of resources. Included in this session will be a discussion of how this model aligns with Response to Intervention and how the SWRM is an important first step in establishing an RTI framework. This session is appropriate for all new staff or any staff from schools needing an introduction to the features of the Schoolwide Reading Model.

5 Module 2: Assessment - DIBELS Foundations This session will focus on the foundations of Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The DIBELS Foundations training will include an overview of the different purposes of assessment, administration, and scoring directions for DIBELS, and logistics for collecting schoolwide DIBELS data. This session is appropriate for all new staff (i.e., teachers, coaches, principals, district leaders).

6 Module 3: Assessment - Systems Problem Solving and Data-Based Decision Making Focus is on establishing a framework for evaluating and problem- solving a schoolwide reading program. Emphasis will be placed on using DIBELS data for evaluating effectiveness at the school, grade, instructional group, and student levels. Participants will learn how DIBELS can be incorporated as part of a comprehensive assessment, including how to (a) use benchmarking data to identify instructional groups using a three-tiered model of prevention and intervention, (b) set up and use a progress monitoring system to make instructional decisions at both the student and systems levels, and (c) use DIBELS to evaluate end-of-year reading outcomes. This session will include several hands-on activities and group discussion. This is an advanced session appropriate for principals coaches, district leaders, and/or teachers who have attended Module 2.

7 Module 4: Instruction - Tier I Instruction: Using a Core Reading Program (90-Minute Reading Block) The adoption of a core program is only the beginning step to effective reading instruction. This session will guide schools on how to optimize their core program effectiveness. Participants will learn how to increase student engagement, how to use assessments to plan grouping, discuss whole group and small group instruction options, learn how to explicitly teach the critical content from the core program, and be given practical classroom enhancement strategies to use when students require more explicit teaching and/or more opportunities for practice. This is an advanced sessions appropriate for teachers, coaches, district leaders, and/or principals who have attended Modules 1 and 2.

8 Module 5: Instruction - Tier II and III Instruction Part 1 - Supplemental & Intervention Programs Part 2 - Practices Handbook Part 1: This session will focus on selecting research-based K-3 intervention programs for use in a Response to Intervention and Schoolwide Reading Model. The instructional design features of the programs being used with struggling readers will be shared, with emphasis placed on how to evaluate and identify effective, research- based reading programs for local use. Key suggestions and strategies for maximizing student gains within such programs will also be discussed. Part 2: This session will focus on research-based instructional components beginning readers need as well share practices utilized by schools that have made substantial progress with their students. This is an advanced sessions appropriate for specialists, coaches, district leaders, and/or principals who have attended Modules 1, 2, and 4.

9 Module 6: Instruction - Tier I and II Instruction Adding More Explicit Instruction to Your Core Program This presentation will focus on making instruction more explicit within your comprehensive core reading program to intensify instruction for Tier II (strategic) and low Tier I (benchmark) students. This session is appropriate for K-3 classroom teachers, Title I teachers, specialists, and principals who are implementing a comprehensive core reading program. Participants will learn: –The five critical components and linking them to a core program –How to engage students in meaningful interactions with language during a lesson –How to apply explicit instructional techniques to delivering a core program –How to ensure students have multiple opportunities to practice This session is an advanced sessions for teachers, specialists, coaches, district leaders, and/or principals and should be taken after Module 1, 2 and 4.

10 Module 7: Leadership This session is for district and building leadership personnel and will focus on how to become better literacy leaders in their schools. Jo Robinson will focus on how principals and district support can be effectively involved in the entire literacy framework initiative (assessments, data-based decision making, and core, supplemental, and intervention reading program implementation). Participants will learn how to become effective data leaders and how to provide leadership support through on-going professional development and classroom walk-throughs with feedback. This session is for district leaders and principals.

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13 More Information about registration and grant applications  Registration for K-12 Outreach Sessions will be available through the Miko Group ( Registration for the September Outreach events is now available.Miko Groupwww.mikogroup.com  For a list of upcoming events, please visit the Statewide Outreach page ( Outreach  For information about the K-3 Literacy Statewide Outreach sessions, please contact Deni Basaraba For information about registration please contact the MIKO Group.Deni

14 Questions?

15 Oregon Beacon Schools

16 Beacon Schools “The Reading First Center will identify Beacon Schools from the first Reading First Schools in Cohort A - based on exceptional student performance and effective implementation of research-based reading practices. These Beacon Schools will serve as laboratory schools of research-based reading implementation for other Reading First schools, Pathfinder schools, state and private Colleges of Education, and interested elementary schools.” Oregon Reading First Application, p. 125

17 Announcing Beacon Schools! The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites for schools throughout the state: Humboldt Elementary (Portland) (October 2008) Jefferson Elementary (Medford) (Fall 2008) Lincoln Street Elementary (Hillsboro) (Winter 2009) Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes.

18 Humboldt Elementary, Portland Public Schools 4915 N. Gantenbein Portland, OR (503) Principal: Jamila Williams Coach: Mary Peake OPEN TO VISITORS IN OCTOBER 2008 Humboldt Elementary To schedule a visit, please contact: Mary Peake

19 Jefferson Elementary, Medford School District 333 Holmes Ave. Medford, OR (541) Principal: Tom Sherwood Coach: Bridget McMillen OPEN TO VISITORS IN FALL 2008 Jefferson Elementary To schedule a visit, please contact: Bridget McMillen

20 Lincoln Street Elementary Hillsboro School District 801 N.E. Lincoln St. Hillsboro, OR (503) Principal: Toni Crummett Coach: Connie Robertson OPEN TO VISITORS IN JANUARY 2009 at Lincoln Street Elementary To schedule a visit, please contact: Connie Robertson