Schoolwide Beginning Reading Model: Ensuring Learning for All and Each

Schoolwide Beginning Reading Model: Ensuring Learning for All and Each
For Each Student Instruction Goals Assessment For All Students

Oregon Department of Education Statewide K-3 Literacy Outreach: Schoolwide Beginning Reading Model
Content Arranged by: Jeanie Mercier Smith, Ph.D Hank Fien, Ph.D. All materials should not be reproduced or used without expressed permission of Dr. Jeanie Mercier Smith and Dr. Hank Fien. Selected slides were reproduced from other sources and original references cited.

Oregon Reading First Institutes on Beginning Reading
Acknowledgments and Permissions Oregon Reading First Institutes on Beginning Reading Original Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Michael D. Coyne, Ph. D Beth Harn, Ph. D Carrie Thomas Beck, Ph.D. All ORRF materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

Objectives Understand the components of the Schoolwide Beginning Reading Model. Understand the relation between RTI and the Schoolwide Reading Model. Understand the roles of a core, supplemental and intervention reading programs. Identify ways to optimize and coordinate instructional time, scheduling, and grouping schoolwide. Understand the features and procedures of the Planning and Evaluation Tool (PET-R).

What is Reading? Reading--an extraordinary ability, peculiarly human and yet distinctly unnatural…acquired in childhood, forms an intrinsic part of our existence as human beings, and is taken for granted by most of us. (p. 3) Sally Shaywitz, M.D., Neuroscientist and Professor of Pediatrics, Yale University Shaywitz. S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf. We rarely think about what an extraordinary ability reading is and the essential part it plays in our lives.

Why Third Grade? Reading to Learn Learning to Read
All students will read at or above grade level by the end of Grade 3. Transitioning Reading to Learn Learning to Read “All students will read at or above grade level by the end of Grade 3.” We hear this all the time but why third grade and why all? First, why third grade? The reason is that before Grade 3, children are “learning to read.” However, after Grade 3, children make the transition to “reading to learn”. Schools are unforgiving after Grade 3, not because teachers or administrators are unforgiving but because the linguistic and cognitive demands placed on children after Gr. 3 are unforgiving. Children face the tyranny of time (Kame’enui, 1998). Time is fixed and the arrow of time goes only in one direction. Children who are reading at benchmark aren’t waiting for the kids who are behind to catch up. When learning to read, children read narrative or storybook prose; when reading to learn, they are required to negotiate conspicuously inconsiderate text such as expository or content informational text. Educational Timeline PreK K Infinity

Teaching Reading is Urgent
540 Days Assuming that during reading instruction there are: 0 absences 0 field trips 0 interruptions 0 school assemblies Attendance every day from Grade 1 to end of Grade 3  We have a limited amount of time to teach children to read. 540 days is “idealized” time assuming children are not absent, there is no wasted time, no assemblies, field trips, snow days, etc. We need to start early because it is incredibly difficult to catch students up. Prevention is key.

As early as kindergarten, “meaningful differences” exist between students’ literacy knowledge and experience (Hart & Risley, 1995). In a sample of 54 students, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988). Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence. The bottom 20% will require a very different kind of effort in both the short and long run. Getting to 100% requires going through the bottom 20%. Research supporting the urgency of teaching reading early

This graph compares the reading progress of a group of successful readers with a group of struggling readers. At the beginning of first grade there are already significant differences in students who are successful and those who are struggling. These reading differences become greater and more discrepant over time (especially at 3rd grade). Matthew Effects: “The rich get richer while the poor get poorer.”  This graph highlights the urgency of teaching reading early before the gap between successful readers and struggling reading becomes entrenched.

Teaching Reading is Complex
Simple Observation: Teaching beginning reading is important. Harsh Reality:Three Complex Systems: Symbolic System: Alphabetic writing system Organizational System: Schools as complex host environments Expert Knowledge System: High quality professional development Teaching reading involves working simultaneously in three extremely complex systems: System 1: The Symbolic System: the complex alphabetic code that we have invented to capture language in print System 2: The Organizational System: the complex schools in which teaching must take place System 3: The Expert Knowledge System: the complex expert knowledge system that supports and ensures high-quality teachers of reading

System 1: Symbolic System: Complex Alphabetic Code
Expert reading involves the seamless combination of many components beginning. first with listening comprehension and vocabulary/language development Then progressing to the sounds of words -- phonemic awareness, Insight into the alphabetic principle and then fluency.

System 2: Organizational System: Complex Schools
Schools as the context for learning It is essential to understand that the teaching of reading takes place in a host environment called a school...and schools are complex organizations. System 2: The Organizational System: Complex Schools The act of teaching reading occurs within another complex system, a school. Too often, teaching reading is considered abstractly, separate from the “real world” classrooms and schools within which it occurs. Each individual school consists of a multitude of factors and is influenced by countless forces that all interact in complicated ways and that result in a truly distinctive system. We must consider the fit between the unique characteristic of a school and reading instruction. Inform participants that this issue will be revisited in more detail in Day 4.

System 3: Expert Knowledge System: Teaching Reading Requires Expertise
Teaching Reading is Rocket Science (Moats, 1999). Teaching reading is a job for an expert. The majority of teacher preparation programs underestimate the depth of preparation and practice needed. System 3: The Expert Knowledge System: Teaching Reading Requires Expertise Teachers need an in-depth knowledge and understanding of our complex alphabetic writing system and effective reading instruction. Teachers also need to understand how to translate this knowledge into effective practice within the complexities of classrooms and schools. Teachers and administrators need extensive training, professional development, and support to become reading experts.

Teaching Reading Should be Guided by a Scientific Knowledge Base
Three Major Sources of Scientific Knowledge Beginning To Read: Thinking And Learning About Print (Adams, 1990). Preventing Reading Difficulties In Young Children (National Research Council, 1998). Teaching Children To Read: An Evidence-based Assessment Of The Scientific Research Literature On Reading And It’s Implications For Reading Instruction (National Reading Panel, 2000). We know more about reading difficulties than all other learning difficulties put together (Stanovich, 1999). We have a solid and converging knowledge base about what works. We know that early intervention can prevent or ameliorate the effect of early reading risk for most students (National Reading Panel, 2000). We know the skills that enable successful readers. Moreover, we know that these skills can be taught! Base educational decisions on evidence, not ideology (Learning First Alliance, 1998) Promote adoption of programs based on what works. If there is little evidence about a particular program, rely on the evidence regarding the approach to instruction.

Summary What do we know and what guidance can we gain from scientifically based reading research? Teaching reading is both essential and urgent. Teaching reading is complex. Teaching reading requires expertise. Teaching reading should be guided by a scientific knowledge base. Teaching reading is both essential and urgent. Teaching all children to read by third grade should be the number 1 priority for schools. The focus should be on preventing reading difficulties. Teaching reading is complex. Teaching reading requires expertise. Teachers have to have an in-depth understanding of both reading and schools. Teaching reading should be guided by a scientific knowledge base. We know what we need to do, the challenge is to do it.

A Schoolwide Beginning Reading Model
For Each Student Instruction Goals Assessment For All Students Four Features Schoolwide: Each & All: To ensure that all students are readers by third grade, reading practices must be designed, implemented, and sustained at a schoolwide level. Only when a schoolwide system is established for all students, can we differentiate instruction to ensure that each student becomes a successful reader Prevention Oriented: The goal of schoolwide reading practices should be to prevent reading difficulties from occurring. Prevention is supremely more effective and efficient than trying to catch kids up who are already behind. Results Focused: The ultimate goal of schoolwide reading practices is to increase student achievement. Thus, we focus not just on improvement but on reading critical outcomes. We can tell if our efforts are effective by examining student reading data. Decision making should be driven by objective data. Scientifically Based: There is a compelling and extensive scientific knowledge base in beginning reading. The adoption and implementation of reading practices should be guided and informed by solid scientific evidence.

The goal of this schoolwide beginning reading model is to help individual schools build the capacity to support the adoption and sustained use of research-validated practices while still acknowledging and honoring their unique and characteristic differences. The schoolwide beginning reading model will maximize your ability to ensure all your children will read at grade level or above by the end of Grade 3. Why a Schoolwide Model? Schools are “host environments” in which people, policies, and practices interact in complex ways. If change is to be sustained, it must be at the school-building level. The whole of the school is more than the sum of the individual classroom parts. A schoolwide commitment to a vision and set of strategic goals offers a coherence that is difficult to gain at the individual classroom level. A schoolwide approach to beginning reading standardizes the communication, assessment, interventions, and expectations across grades and classrooms, which helps with mobility between classrooms. A schoolwide model establishes esprit de corps and a clear identity that are important features of successful organizations. Everyone contributes their expertise, wisdom, and experience to a unified effort.

Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student For Each Student Assessment Goals For All Students  This graphic represents the critical dimension of the Schoolwide Beginning Reading Model: The base of the triangle represents a schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students. The top of the triangle represents ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student. Instruction Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students

Three-Tier Prevention Model: Schoolwide Reading Approach
Primary Prevention: to reduce the number of new cases (incidence) of severe difficulty learning to read Secondary Prevention: to reduce the duration of existing cases (prevalence) of severe difficulty learning to read Tertiary Prevention: to reduce complications from established cases of severe difficulty learning to read

Triangle of Primary, Secondary, and Tertiary Prevention
(5%) Students with sustained learning difficulties (15%) Students at some risk or who make adequate progress with intervention (80%) Students at low risk or with modest support Tertiary Prevention Secondary Prevention Primary Prevention Note. Adapted from Walker, H. M., Horner, R. H., Sugai, G. Bullis, M., Sprague, J. R., Bricker, D. & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194 – 209.

Definition of “Response to Intervention (RTI)”
providing high-quality instruction and intervention matched to student need, monitoring progress frequently to make decisions about change in instruction or goals and applying child response data to important educational decisions. (NASDSE, 2005)

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

Linking RTI to the Schoolwide Reading Model
Components Schoolwide Reading Model 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

Planning & Evaluation Tool
(Simmons & Kame’enui, 2003) The Planning and Evaluation Tool- Revised (PET-R) is designed to help schools “take stock” of their strengths and areas of improvement in developing a schoolwide beginning reading plan. The items and criteria in the PET-R represent the “ideal” conditions and total to 100 points. Score reflects how you are currently doing as a school in your instructional practices. This tool is designed to assist in your planning and implementation. PET

Overview of the PET-R Evaluation Sections reflect critical components of a Schoolwide Model: I. Goals, Objectives, Priorities II. Assessment III. Instructional Program and Materials IV. Instructional Time V. Differentiated Instruction/Grouping/Scheduling VI. Administration/Organization/Communication VII. Professional Development Scoring/Summary Sections: Individual Summary Score (pg 11) Average Schoolwide Overall Scores (pg 13) Narrative Summary

Completing the PET-R PET-R can be completed individually or in school teams: Evaluation Criteria: Each item has a value of 0, 1, or 2 to indicate the level of implementation. Some items are designated with a factor, (e.g., x 2). Items with this designation are considered more important in the overall reading program. Multiply your rating by the number in parentheses and record that number in the blank to the left of the item. Documentation of Evidence: In the right-hand column of the table for each section, document the evidence to support your rating for each item. Ex. What does it look like? How would an outsider know?

School Summary Score After your team evaluates current practices on all 7 elements, proceed to page 11 in the PET. Summarize the total score for each element and write that score plus the percent attained of the possible total in the spaces provided. Sum your total school score and percentage. Retain a copy of this document for planning.

Individual Summary Score
Planning and Evaluation Tool for Effective Schoolwide Reading Programs Individual Summary Score Directions: Return to each element (e.g, goals, assessment) and total the scores at the bottom of the respective page. Transfer each elements’ number to the designated spaces below. Sum the total scores to compute your overall evaluation of the schoolwide reading program. The total possible value is 100 points. The total score can be used to evaluate the overall quality of the school’s reading program. Evaluate each element to determine the respective quality of implementation. For example, a score of 11 in Goals/ Objectives/ Priorities means that in your estimation the school is implementing approximately 80% of the items in that element. Element Score Percent I. Goals/Objectives/Priorities 12/14 86% II. Assessment 14/20 80% III. Instructional Practices and Materials 18/22 82% IV. Instructional Time 8/14 57% V. Differentiated Instruction / Grouping 8/10 VI. Administration / Organization / Communication 8/12 67% VII. Professional Development 6/8 75% Total Score 76/100 76% Can be fllled out as individuals or a team.

Average Schoolwide Overall Scores
Planning and Evaluation Tool for Effective Schoolwide Reading Programs Average Schoolwide Overall Scores Name Goals I Assessment II Instr. Plan III Instr. Time IV Diff. Instruction V Admin VI Prof Dev VII 1 First Grade 14 18 20 10 8 2 Second Grade 16 11 9 6 3 Third Grade 12 4 Fourth Grade 22 5 Fifth Grade 7 Total 64 84 94 54 44 52 35 Mean 13 17 19 Points Possible Percentage of Total Points 93% 85% 86% 79% 90% 83% 88% If completed individually, this form can be used to summarize the scores.

Reading Action Plan Institute on Beginning (IBR) (RAP)
Name of School, District City, State Reading Goals and Priorities 1. What: _________________________________________________________ _________________________________________________________________ Who: ____________________________________________________________ When: ___________________________________________________________ 2. What: _________________________________________________________ 3. What: _________________________________________________________ Committee Members: ___________________ _______________________

Reading Action Plans Locate the Reading Action Plan (RAP) at the end of the PET. With your team, review the scores on the PET Individual Summary to identify three areas in which you want to focus for the coming school year. Example goals include: Establish and implement a schoolwide assessment system. Refine and prioritize reading goals & objectives for grades K-3. Select, adopt, and implement a core reading program. Once refined, document the goal (what), who will be responsible, and when the goal will be accomplished.

Ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student For Each Student Instruction Goals Assessment For All Students First we will talk about the critical dimensions represented in the base of the triangle or the schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students. Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students

What Outcomes Do We Want for Our Students?
For Each Student Instruction Goals Assessment For All Students The guiding question: “What outcomes do we want for our students in our state, district, and schools?” corresponds with the “Goals” dimension in the graphic of the Schoolwide Model.

PET-R Section I: Goals, Objectives, Priorities
Goals for reading achievement are clearly defined, anchored to research, prioritized in terms of importance to student learning, commonly understood by users,consistently employed as instructional guides by teachers of reading.

____/14 Total Points ________% Percent of Implementation:
Planning and Evaluation Tool for Effective Schoolwide Reading Programs Internal/External Auditing Form 1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence 1. Goals, Objectives, and Priorities - Goals for reading achievement are clearly defined, anchored to research, prioritized in terms of importance to student learning, commonly understood by users, and consistently employed as instructional guides by all teachers of reading. Goals and Objectives: ______ 1. Are clearly defined and quantifiable at each grade level ______ 2. Are articulated across grade levels ______ 3. Are prioritized and dedicated to the big ideas (I.e. phonemic awareness, phonics, fluency, vocabulary, and comprehension) in reading (x 2). _____ 4. guide instructional and curricular decisions (e.g., time allocations, curriculum program adoptions) (x 2). _____ 5. are commonly understood and consistently used by teachers and administration within and between grades to evaluate and communicate student learning and improve practice. ____/14 Total Points ________% Percent of Implementation: 7 = 50% = 80% = 100% 35

Goals A Set of Strategic, Research-Based, & Measurable Goals To Guide Instruction, Assessment, and Learning Specific goals that include targeted, measurable, outcomes with a precise time frame. Reading and literacy goals aligned with “big ideas” in beginning reading Curriculum-based or standards-based 180-day pacing maps Clear goals and expectations for each grade Reliance on research to determine what to teach and when to teach it In the Schoolwide Model, these are the critical components within the “Goals” dimension. The next slides will introduce each of these components.

Beginning Reading Goals: Tell you what to teach and when
In beginning reading, specific goals provide a detailed map to guide instruction, assessment and learning. Beginning Reading Goals: Tell you what to teach and when Provide a framework for determining whether students are learning enough Provide a framework for determining whether instruction is meeting the needs of all students  Just as you are more likely to reach your destination with a detailed, user-friendly map, you are more likely to accomplish educational outcomes with clear, detailed learning goals. And, just like a detailed map, you have short-term objectives that you meet along the way to your final destination.

Goals Aligned With “Big Ideas” in Beginning Reading
Phonemic Awareness: The ability to hear and manipulate sound in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic coding) and connected text. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning. Component: “Reading and literacy goals aligned with “big ideas” in beginning reading” The scientific knowledge base has converged on five “big ideas” in beginning reading (e.g., National Reading Panel, 2000). These big ideas highlight what is most important in beginning reading instruction.  To effectively guide instruction, assessment, and learning, reading goals need to be aligned with these five big ideas.

Phonological Awareness Sequence of Instruction Continuum
Concept of Word—comparison and segmentation Rhyme—recognition and production Syllable—blending, segmentation, deletion Onset/Rime—blending, segmentation Phoneme—matching, blending, segmentation, deletion, and manipulation

What is the Alphabetic Principle?
The ability to associate sounds with letters and use these sounds to form words. The understanding that words in spoken language are represented in print. Sounds in words relate to the letters that represent them. Liberman & Liberman, 1990) Alphabetic Principle is composed of three main components Letter-sound correspondence: Understanding that letters represent sounds Blending: Understanding that we blend sounds from left to right Phonological Recoding: Blending sounds together to represent a word that has meaning

What the Research Says About Alphabetic Principle (AP)
A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997) Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits. (Stanovich,1986) Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996)

What Skills Does Alphabetic Principle Include?
Letter-Sound Correspondences: Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Irregular Word Reading/Spelling: Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Advanced Word Analysis Skills: Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)

Why Fluency is Important?
Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement through grade 5. (National Reading panel, 2000) Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).

Qualitative Difference
 Both of these students are end-of-the year first graders, reading the same reading passage. From this brief assessment we can make some serious predictions about their later reading development. In one minute, we can obtain a reliable indicator of early reading proficiency. The two students require substantially different instruction toward the goal of being lifelong readers. What are the skill differences between the two readers? Source: Simmons, Harn, Kaame’enui

What the Research Says About Fluency
Fluent readers: Focus their attention on understanding the text Synchronize skills of decoding, vocabulary, and comprehension Read with speed and accuracy Interpret text and make connections between the ideas in the text Nonfluent readers: Focus attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errors Have few cognitive resources left to comprehend

National ORF Rates by Grade Level
Percentile Fall WCPM Winter WCPM Spring WCPM 1 90 75 50 25 10 81 47 23 12 6 111 82 53 28 15 2 106 79 51 11 125 100 72 42 18 142 117 89 61 31 3 128 99 71 44 21 146 120 920 62 36 162 137 107 78 48 Tindal and Hasbrouck, 2004

Oral Reading Fluency Weekly Progress Data Words per Week Improvement
ORF Growth Rates Oral Reading Fluency Weekly Progress Data Number of Students Words per Week Improvement Minimum Progress Maximum Progress Grade 1 19 2.10 .35 4.97 Grade 2 25 1.46 .71 4.00 Grade 3 14 1.08 .43 2.43 Grade 4 16 .84 .47 1.41 Grade 5 20 .49 .04 1.12 Grade 6 23 .32 -.22 .97 Data are from a study completed by Fuchs, Fuchs, Hamlet, & German when investigating how oral reading fluency rates develop across grades. It provides information on how many words a week growth the typical child grew as well as minimum and maximum growth rates. Point out that typical growth rates are more robust in grades 1-3 as students overall reading skills are growing exponentially and then the rates slow after grade 4 as student’s focus is on reading for meaning. For students low in fluency, point out the maximum growth rates as goals for students receiving additional instructional support should be higher as they close the gap with their peers. Fuchs, Fuchs, Hamlett, Walz, & Germann (1993)

Vocabulary Knowledge What is it? . . .
Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader or listener to associate a specific meaning with a given label as in reading or listening.  Point out that receptive vocabulary is typically much stronger in the early grades then expressive vocabulary and that expressive vocabulary tasks are more difficult for all learners.

The Vocabulary Gap 2 vs. 8 words per day 750 vs. 3000 per year
• Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997) • The number of words students learn varies greatly. 2 vs. 8 words per day 750 vs per year

Meaningful Differences
Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 4 years Welfare 616 62,000 3 million 13 million Working Class 1,251 125,000 6 million 26 million Professional 2,153 215,000 11 million 45 million explain the study done by Hart and Risley (1995). Betty Hart and Todd Risley wanted to know why, despite best efforts in preschool programs to equalize opportunity, children from low-income homes remain well behind their more economically advantaged peers years later in school. Their study began by recording one full hour of every word spoken at home between parent and child in 42 families each month for 2½ years. Families were categorized as professional, working class, or welfare. Years of coding and analyzing every utterance in 1,318 transcripts followed. By age 3, the recorded spoken vocabularies of the children from the professional families were larger than those of the parents in the welfare families. Between professional and welfare parents, there was a difference of almost 300 words spoken per hour. Therefore, in one year a child in a professional family would hear 11 million words while a child in a welfare family would hear just 3 million. Affirmations are described as explicit parent approval like “That’s good” or “I love you” as well as utterances immediately following the child’s utterance that repeated, expanded on, or extended the child’s utterance. Prohibitions are described as explicit parent disapproval like “You are bad” or “That’s wrong” as well as imperatives specifying “Don’t,” “Stop,” “Quit,” or “Shut up.” The implications of these findings are enormous as Hart and Risley’s follow-up studies at age 9 proved: the large differences in the amount of children’s language experiences were tightly linked to large differences in their academic outcomes. The implications are encouraging, too, as the authors noted in the preface to the 2002 printing of their book Meaningful Differences in the Everyday Experience of Young American Children, "the most important aspect to evaluate in child care settings for very young children is the amount of talk actually going on, moment by moment, between children and their caregivers." By giving children positive interactions and experiences with adults who take the time to teach vocabulary, oral language concepts, and emergent literacy concepts, children should have a better chance to succeed at school and in the workplace. Let participants know that they can find more information on this study at Hart & Risley 1995, 2002

Research on Reading Comprehension tells us that...
Readers who comprehend well are also good decoders. Implications: Teach decoding and word recognition strategies. Time spent reading is highly correlated with comprehension. Implications: Provide for lots of in-class reading, outside of class reading, independent reading. Encourage students to read more, read widely, and help them develop a passion for reading. Big Ideas in Beginning Reading, Univ. of Oregon

For More on Big Ideas:

Curriculum Maps (Simmons & Kame’enui, 1999)
Goals Curriculum Maps (Simmons & Kame’enui, 1999) Organized by “big ideas” for each grade level Provide curriculum-based 180-day pacing maps Provide specific goals and outcomes for each grade (i.e., what to teach and when) Based on research in beginning reading These curriculum maps provide one example of strategic, research-based, and measurable goals in beginning reading.

Curriculum-based or Standards-based 180-day Pacing Maps
Component: “Curriculum-based or standards-based 180-day pacing maps.” To be most useful, goals should provide specific, user-friendly information about what to teach, when to teach it, and what students should know at every grade level, month by month. Goals should provide a detailed map to direct instruction and assessment. This curriculum map is shown just as an example – the complete set of curriculum maps will be discussed in greater detail later in Day 1.

Clear Goals and Expectations for Each Grade
Component: “Clear Goals and Expectations for Each Grade.” To be most useful, goals should provide specific, measurable benchmark goals for critical beginning reading skills at predetermined points in time. These benchmark goals should be predictive of later reading achievement and allow teachers to determine which students are at risk for experiencing reading difficulties. These second grade benchmark goals for oral reading fluency are shown just as an example – benchmark goals will be discussed in greater detail later in Day 1 and during Day 2.

How to Read Curriculum Maps
“Big Idea” Months X Instructional Emphasis Skill Outcomes Measurable DIBELS Benchmark

Example: Kindergarten Phonemic Awareness

School Team Activity: Curriculum Map Practice
Complete Curriculum Map Breakout Activity Work in grade level teams. Answer the following questions for each of the big ideas using the curriculum map for your grade What is a high priority skill in my grade level for a specific instructional priority (i.e., phonemic awareness)? During what months should instruction focus on this skill? Is there a measurable DIBELS benchmark associated with this skill? Trainer of Trainers Model: Let’s Practice how you could explain to others

Goals The Curriculum Maps are only one example of schoolwide reading goals Other examples include state or local reading standards or frameworks How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different?  Animation: Question - How do your state and/or local standards or frameworks compare to the Curriculum Maps? How are they similar – different? Facilitate a relevant discussion to your local issues.

What Are the Critical Components That Need to Be in Place?
Guiding question: What are the critical components that need to be in place to reach our goals? For Each Student Instruction Goals Assessment For All Students The next guiding question is: “What are the critical components that need to be in place to reach our goals?” This question corresponds to the “Instruction” dimension in the schoolwide model. In the Schoolwide Model, the Instruction dimension has three parts: Instructional programs, Instructional time, and Instructional grouping.

PET-R Section III: Instructional Programs and Materials
The instructional programs and materials have documented efficacy, are drawn from research-based findings and practices, align with state standards and benchmarks, and support a full range of learners. Schoolwide model focuses on core, supplemental and intervention programs to support the full range of learners, emphasize the big ideas and are implemented with fidelity. VS Traditional model focuses on core and sometimes supplemental programs while Title and Special Education programs address students with low skills. Core programs may be used as part of a composite program including teacher-designed and other published materials.

1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence III. Instructional Programs and Materials - The instructional programs and materials have documented efficacy, are drawn from research-based findings and practices, align with state standards and benchmarks, and support the full range of learners. ______ 1. A comprehensive or core reading program with documented research-based efficacy is adopted and implemented school wide (x 3). ______ 2. The instructional program and materials provide explicit and systematic instruction on critical reading priorities (I.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) (x 2). ______ 3. The instructional materials and program align with and support state standards. _____ 4. Programs of documented efficacy are in place to support students who do not benefit adequately from the core program (x 2). _____ 5. Instructional materials are selected according to practices that have been shown to be effective through documented research. _____ 6. Programs and materials are implemented with a high level of fidelity (x 2). ____/22 Total Points ________% Percent of Implementation: 11 = 50% = 80% = 100% 62

Why Focus on a Reading Program?
Aligning what we know and what we do to maximize outcomes. Unprecedented convergence on skills children need to be successful readers Much classroom practice is shaped by reading programs Publishers have responded to the research and redesigned programs. A program provides continuity across classrooms and grades in approach. Many state standards are using research to guide expectations Convergence of knowledge on essential skills: The common findings from the research are a solid guide as to what all children need to be readers. If we use the research we will come closer to improving the reading outcomes for all. The power of the reading program: The most recently published core reading programs have used the research in developing and designing the content and delivery of their materials to a far greater extent than in the past. By having all teachers using the same program improves continuity which positively impacts: Communication amongst teachers both within and across grades as it provides a common approach and direction of instruction. This common approach enables easier differentiation to better meet the needs of all students because of the common use of materials and delivery. Student understanding of instruction. Having a common and consistent instructional approach to teaching reading increases coherence for students as they are taught in different settings.

Types of Reading Programs
Classifying Reading Programs Core Reading Program (Benchmark) Supplemental Reading Program (Strategic) Intervention Reading Program (Intensive)  The core reading program is a school’s primary reading program and is designed to meet the needs of most students. Supplemental programs support the core program. Intervention programs are intensive program’s designed to meet the needs of “each” or individuals who need additional intensive reading instruction. The core, supplemental, and intervention programs have to work together to support each other and student learning. Some core programs can be used as a supplemental program Special education teachers will most likely be working with primarily those students who need intensive instruction Will discus each of these a bit more in next slides All three should cover 99% of kids. 1% with more significant disabilities (alternate assessment???) may need something else. Teaching tools implemented to ensure children learn enough on time. Provide essential areas of reading instruction for the majority of students. Provide additional instruction in one or more areas of reading to support the core. Provide additional instruction to students performing below grade level on one or more essential instructional skills. 80% 15% Vaughn et al, 2001. CORE, 2003. 5%

Types of Reading Programs
Core Reading Programs: Provide instruction on the essential areas of reading for the majority of students Supplemental Programs: Provide additional instruction in one or more areas of reading (e.g., phonological awareness, fluency, etc.) to support the core Intervention Programs: Provide additional instruction to students performing below grade level on one or more essential instructional skills (e.g., increasing structure and time to accelerate learning). Core Reading Programs—A “comprehensive or core reading program” is designed to be the base of instruction . If well designed, it will systematically teach all the essential reading components adequately for the majority of students. Supplemental Programs: A program specifically designed to teach one or two essential skills. These programs can often be effective in supporting an identified gap in a otherwise good core reading program. For example, if the core does not provide enough fluency in reading connected text, a supplemental program could be implemented to support the core program. Intervention Programs: A very specialized and intense reading program designed to catch students up as quickly as possible to where they need to be. Typically delivered as additional reading instruction time in small group settings.

Advantages of Implementing a Core Program
Increasing communication and learning Improving communication Teachers within and across grades using common language and objectives Improving learning Provides students a consistent method or approach to reading which is helpful for all students Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning Provides more opportunity to differentiate instruction when necessary Communication: Provides a common discussion-base/vocabulary to improved collaboration within and across grades Learning: All students benefit from a common instructional approach to teaching reading. It enables the child the consistency they need to focus on the instructional objective for more successful practice and rehearsal. A well designed program will properly sequence the instructional objectives to build upon each other to maximize instructional time. A consistent approach and materials allows teachers an easier way to differentiate instruction as it is easier to plan for modification.

Architecture of Quality Programs
Features of well-designed programs include: Explicitness of instruction for teacher and student Making it obvious for the student Systematic & supportive instruction Building and developing skills Opportunities for practice Modeling and practicing the skill Cumulative review Revisiting and practicing skills to increase strength Integration of Big Ideas Linking essential skills  The design and delivery of the essential features (phonological awareness, fluency, etc.) must be examined within the reading program. Explicitness: the material must provide a clear method/strategy for teaching the instructional objective.. The more explicit the wording the greater the probability of learning. Systematic & supportive instruction: Systematic: building skills sequentially Supportive: When initially teaching a skill, instruction must support the learner to understand the crucial point. As the child becomes more successful at the skill, the instructional support can be lessened to build independence. Opportunities to Practice: Provide students many opportunities to actively engage in the skill. This opportunity to practice also provides the teacher immediate feedback on student understanding and whether additional instruction is needed. Programs need to provide sufficient examples to model and enough additional examples for students to practice the skill. Cumulative review: The reading program must have regular and cumulative review of all essential skills to ensure maintenance. Integration of Big Ideas: Reading programs need to planfully sequence individual skills, but also strategically and overtly link skills to one another. Rather than having the learner think of PA and alphabetic principle as separate isolated skills the program should link the sounds in word to letters to develop greater understanding of each “big idea”.

Changing Emphasis of Big Ideas
Comprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 3 2 1 K Listening Reading Multisyllables Letter Sounds & Combinations Changing Emphasis of Big Ideas  Our long-term goal is that all children will read independently gain meaning from text. To do this, certain skills have more importance at different times. Our charge is to emphasize what is important at critical points in time.

Quality Programs in the Hands of Effective Teachers
To optimize program effectiveness: Implement the program everyday with fidelity (i.e., the way it was written) Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies) Provide scaffolded support to students (e.g., give extra support to students who need it) Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback) Fidelity means different things in different programs. Scripted programs are desinged to be… Programs that provide a script as an option (I.e. think alouds) Programs with no guidance (I.e “Have students…” or “Tell students to …” The third example of programs do not really fit the architecture in the slide before…and would need more enhancement Example: Two teachers teaching the same lesson on the same day (I.e., comprehension stragegy: Venn Diagrams of Similarity and Differences. One teacher, there was no model in the curriculum and she made up a model and explained why expert readers would do this (about a minute and a half)…after a few opportunities to practice, many errors. So she went back and did more models. In another classroom, the teacher followed the lesson exactly, even though the students were not successful. She had good fidelity, but not student success. Read Aloud- sitting in on retells et c. Expository Story was about Bats. Did KWL chart. In the K section, one student said something silly/ridiculous (they eat chicken wings). After the lesson, we were pulling the students in the hallway to define words etc. and retells. 8 of the ten kids said _____(whatever the first student said). Kids don’t know if they are correct or incorrect facts. Assumed kid must have been right if the teacher didn’t say anything.

Diverse Student Populations
Kindergarten Instruction Diverse Student Populations  Video of kindergarten teacher Kabee Lee teaching a PA activity and discussing the importance of teaching children to read. Write down two things you observed Mr. Lee do that positively impacted student learning: Source: Simmons, Kame’enui, Harn & Coyne, 2003.

Examining Program Content
The “Consumers Guide” provides a common metric for evaluating core programs: Scope of program and prioritization of skills Quality and nature of the delivery of instruction The “Consumers Guide” is a tool specifically designed to analyze core reading programs. Standard criteria are used to allow comparisons among programs. Essential elements of scientifically based programs include: phonemic awareness instruction systematic, explicit phonics instruction fluency instruction vocabulary instruction comprehension instruction Some of the features reviewed include: Scope of review and prioritization of skills: Analyzes the quality, comprehensiveness, and sequencing of all the essential skills (e.g., PA, fluency, etc.) Quality and nature of the delivery of instruction: Analyzes how the content of the program is delivered to the student by these features (see slide 26 for more information): Explicitness of instruction for teacher and student Systematic & supportive instruction Opportunities for practice Cumulative review Integration of Big Ideas KINDERGARTEN PHONEMIC AWARENESS High Priority Items: Progresses from the easier phonemic awareness activities to more difficult (e.g., isolation, blending, segmentation, and manipulation). Teaches skills explicitly and systematically. Models phonemic awareness tasks and responses orally and follows with students’ production of the task. Integrates letter-sound correspondence instruction to phonological awareness. Focuses on segmentation or the combination of blending and segmenting for greatest transfer. We use the criteria within the “Consumer Guide” to evaluate how well the program meets/addresses the issue: Program consistently meets/exceeds this criteria Program partially or inconsistently meets this criteria Element does not meet the criterion Lead participants in rating the example.

TOOL: Consumer’s Guide to Evaluating a Core Reading Program
Developers: Drs. Deborah C. Simmons and Edward J. Kame’enui, University of Oregon Why Developed: To assist states, districts and schools in the selection of research-based tools When Developed: As part of National Center to Improve the Tools of Educators’ scope of work ( ) Purpose: To document and quantify the design and delivery features of core reading programs.

Consumer’s Guide: Criteria Used to Evaluate Programs
Programs Evaluated by Grade Within Grade by Big Idea Criteria Drawn from Scientifically Based Effective Interventions and Science of Reading and Learning Theory Uses the following criteria for each critical element: = Program consistently meets/exceeds criterion = Program partially meets/exceeds criterion = Program does not satisfy the criterion  General information behind the development of the “Consumer’s Guide” which is within their supplemental materials section. Relate back to discussion at the beginning of the day.

A Consumer’s Guide to Evaluating
Supplemental and Intervention Reading Programs Grades K-3: A Critical Elements Analysis Deborah C. Simmons, Ph.D., Edward J. Kame’enu, Ph.D., Carrie Thomas Beck, Ph.D., Nicole Sherman Brewer, and Hank Fien Oregon Reading First Center, College of Education, University of Oregon Programs Evaluated by Grade Within Grade by Big Idea Criteria Drawn from Scientifically Based Effective Interventions and Science of Reading and Learning Theory Uses the following criteria for each critical element: = Program consistently meets/exceeds criterion = Program partially meets/exceeds criterion = Program does not satisfy the criterion 7 Items on Instructional Design 3 Items on instructional grouping 4 Items on Instructional Assessment

Topics For Team Consideration at a later time:
5 Minute Discussion

PET-R Section IV: Instructional Time
A sufficient amount of time is allocated for instruction and the time allocated is used effectively. Schoolwide model focuses on allocating sufficient instructional time for each student and using that time effectively. VS Traditional model focuses on matching students’ needs to services and/or programs with less emphasis on differentiating the amount of time provided based on the student’s need.

1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence IV: Instructional Time - A sufficient amount of time is allocated for instruction and the time allocated is used effectively. ______ 1. A schoolwide plan is established to allocate sufficient reading time and coordinate resources to ensure optimal use of time. ______ 2. Reading time is prioritized and protected from interruption (x2). ______ 3. Instructional time and practices are allocated to skills most highly correlated with reading success (I.e., big ideas) _____ 4. Students in grades K-3 receive a minimum of 30 minutes of small-group, teacher-directed reading instruction daily (x 2), _____ 5. Additional instructional time is allocated to students who fail to make adequate reading progress. ____/22 Total Points ________% Percent of Implementation: 11 = 50% = 80% = 100%

Instruction: Time Schoolwide plan established to allocate sufficient reading time and coordinate resources Reading time prioritized and protected from interruption Provides a clear and consistent message that reading improvement is important and a schoolwide priority Maximizes the likelihood that students will receive uninterrupted (and therefore engaged) reading time Ensures that all students get sufficient time scheduled for reading instruction Ensures that time for reading instruction is consistent for students across classrooms Increases the ability to use and coordinate resources and staff Reasons why a protected and prioritized schoolwide plan to allocate and coordinate reading time is important for all students Additional time allocated for students not making adequate progress who require supplemental & intervention programs It is easier to coordinate and allocate time for supplemental and intervention programs in the context of a consistent schoolwide schedule of reading instruction Why a protected and prioritized schoolwide plan to allocate and coordinate reading time is important for each student (i.e., students not making adequate progress)

Instructional Time “The amount of instructional time makes a huge difference in our student’s progress - also, the amount of instructional time at each individual’s level, being able to get what they need. We made the time.” RF Coach 80

Instructional Time “We are determined to get all the instructional time we can. We test the first week. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the year. We tweak 15 more minutes for instruction by changing a transition. We are committed to getting the time our kids need. We keep looking at our schedule.” - RF Coach 81

Three Levels of Support, Instruction, and Assessment
The Big Picture LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Benchmark (Core) SBRR Core Reading Program-minimum 90 minutes daily Progress Monitoring: Three times per year- All students In-Program Assessments Screening & Outcome Assessment LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Strategic (Supplemental) SBRR Core Reading Program Plus Strategies/Supplements minimum 90 minutes daily Progress Monitoring: Monthly In-Program Assessments Screening & Outcome Assessment This is our model for differentiated instruction. Change configuration if not working Theme skills tests- Did they learn what I taught them? DIBELS- Are they learning broad skills over time? Be judicious about supplemental programs. Our schools showing better data, are only purchasing 1 or 2 supplemental programs like Read Naturally and Touchphonics. LEVEL OF SUPPORT INSTRUCTIONAL PLAN ASSESSMENT PLAN Intensive (Intervention) SBRR Core Reading Program Plus Intervention or Supplant Core with Intervention Program minimum 90 minutes daily Progress Monitoring: Every 2 weeks In-Program Assessments Screening & Outcome Assessment

Supplemental & Intervention Programs/Strategies
School: Grade: Time Frame/Year: Instr. Recommendation Participation in Core Curriculum Supplemental & Intervention Programs/Strategies Determining Instr. Effectiveness Subgroup 1 n = Whole Small IW Curriculum 1 Curriculum 2 Curriculum 3 Curriculum 4 Out of Program Testing Instructor Students Served Test # 1: Frequency: Group Size Activities Test #2 w/in reading block in addition to reading block Minutes Days per Week Text #3 In Program Tests In program tests

Ground Rules for CSI Maps
One page plan for each subgroup of students (e.g., benchmark, strategic, intensive) All teachers in a grade level work off of the same map Teachers use data to determine effectiveness of instructional maps (i.e., CSI Maps) CSI Maps are adjusted on a regular basis to fine tune instruction to meet the needs of each subgroup of students.

Instructional Recommendation
(label and number)

Describe participation in the core:
whole group, small group, and independent work

Describe participation in supplemental and intervention programs
(one per column)

A place to record independent work for students in supplemental and intervention programs

supplemental and intervention
List types of in-program tests administered in core and in supplemental and intervention programs.

Room to list up to three out-of-program tests for each subgroup

A First Grade Example

Ongoing Progress Monitoring and Instructional Adjustments that Allow for Differentiated and Individualized Instruction for Each Student For Each Student Instruction Goals Assessment For All Students  This graphic represents the critical dimension of the Schoolwide Beginning Reading Model: First, we talked about the critical dimension represented in the base of the triangle or the schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for all students. Now we will talk about the critical dimensions represented in the top of the triangle or the ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student. Schoolwide Framework or Infrastructure that Supports Comprehensive and Coordinated Reading Goals, Assessment and Instruction for All Students

PET-R Section V: Differentiated Instruction/ Grouping/ Scheduling
Instruction optimizes learning for all students by tailoring instruction to meet current levels of knowledge and prerequisite skills and organizing instruction to enhance student learning.

1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence V: Differentiated Instruction/Grouping/Scheduling: Instruction optimizes learning for all students by tailoring instruction to meet current levels of knowledge and prerequisite skills and organizing instruction to enhance student learning. ______ 1. Student performance is used to determine the level of instructional materials and to select research-based instructional programs. ______ 2. Instruction is provided in flexible homogeneous groups to maximize student performance and opportunities to respond. ______ 3. For children who require additional and substantial instructional support, tutoring (1-1), or small group instruction (<6) is used to support teacher-directed large group or whole class instruction. _____ 4. Group size, instructional time, and instructional programs are determined by and adjusted according to learner performance (I.e., students with greatest needs are in groups that allow more frequent monitoring and opportunities to respond and receive feedback). _____ 5. Cross-class and cross-grade grouping is used when appropriate to maximize learning opportunities. ____/10 Total Points ________% Percent of Implementation: 5 = 50% = 80% = 100% 94

Instruction: Grouping
Instruction, Grouping, and Scheduling That Optimizes Learning Differentiated instruction aligned with student needs Creative and flexible grouping used to maximize performance These are the critical components related to Instructional Grouping The next slides will review each of these components.  Effective, thoughtful, and creative use of grouping practices increases the effectiveness of reading instruction.

Differentiated Instruction Aligned With Student Needs
Examples Students are grouped based on skill level (assessment results) Specified intervention and supplemental programs are implemented depending on student needs and profiles Groups are reorganized based on changes in student skill as assessed by regular progress monitoring data with the DIBELS Component: Differentiated instruction aligned with student needs

Instructional Adjustments
Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student To effectively differentiate instruction, schools need to: use assessment results to determine student needs and profiles Group students based on instructional needs How do we use assessment results to group students effectively? Another key component of providing differentiated and individualized reading instruction for each student is making ongoing instructional adjustments.

Ongoing Instructional Adjustments Based on Assessment Data to Meet the Needs of Each Student Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs. Making instruction more responsive to learner performance Another key component of providing differentiated and individualized reading instruction for each student is making ongoing instructional adjustments.

Grouping: Reduce group size  Animation of an example of an instruction adjustment There are many types of instructional adjustments that can be made along a number of dimensions.

 Animation of an example of an instruction adjustment There are many types of instructional adjustments can be made along a number of dimensions. Program Efficacy: Preteach components of core program

Coordination of Instruction: Meet frequently to examine progress  Animation of an example of an instruction adjustment There are many types of instructional adjustments can be make along a number of dimensions.

Creative and Flexible Grouping Used to Maximize Performance
Grouping Options Students: Within class, across class, across grade Size: Whole class, small group (e.g. 3-8), one-on-one Organization: Teacher led, peer tutoring, cooperative learning Location: In classroom, outside of classroom Component: Creative and flexible grouping used to maximize performance

How Are We Doing? Guiding questions: How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes? For Each Student Instruction Goals Assessment For All Students The second set of guiding questions are: “How are we doing? What is our current level of performance as a school? as a grade? as a class? as an individual student? How far do we need to go to reach our goals and outcomes?” These questions correspond to the “assessment” dimension in the schoolwide model.

PET-R Section II: Assessment
Instruments and procedures for assessing reading achievement are: clearly specified,measure essential skills, provide reliable and valid information about student performance, inform instruction in important, meaningful, and maintainable ways. Schoolwide model focuses on assessment of each student in order to develop a plan for all students VS Traditional model often provides assessment data for each student in order to develop a plan for each student.

Percent of Implementation
1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence II. Assessment - Instruments and procedures for assessing reading achievement are clear specified, measure important skills, provide reliable and valid information about student performance, and inform instruction in important, meaningful, and maintainable ways. ______ 1. A schoolwide assessment system and database are established and maintained for documenting student performance and monitoring progress (x 2). ______ 2. Measures assess student performance on prioritized goals and objectives. ______ 3. Measures are technically adequate (I.e. have high reliability and validity) as documented by research. _____ 4. All users receive training and follow-up on measurement administration, scoring, and data interpretation _____ 5. At the beginning of the year, measures identify students’ level of performance and are used to determine instructional needs. ____ 6. Measures are administered formatively throughout the year to document and monitor student reading performance (I.e. quarterly for all students, every 4 weeks for students at risk) ____ 7. Student performance data are analyzed and summarized in meaningful formulas and routinely used by grade-level teams to evaluate and adjust instruction (x 2). _____ 8. The building has a ‘resident’ expert or experts to maintain the assessment system and ensure measures are collected reliably, data are scored and entered accurately, and feedback is provided in a timely fashion. ____/20 Total Points _____% Percent of Implementation 10 = 50% = 80% = 100% 105

Examples of Assessment that Your District Might be Using:
End of Unit Tests DIBELS CBM OSAT What others?

5 Minute Discussion Taking Stock: What Reading Assessments Are Currently Being Used in your district or school?

Assessment is the collection of data to make decisions.
(Salvia & Ysseldyke, 1997)

Data Used to Make Instructional Decisions
Are we meeting our goals? Did we do better this year than last year? Is our core curriculum and instruction working for most students? How do we match instructional resources to educational needs? Which children need additional resources to be successful? Which children need which skills? How well is intervention/instruction working? Is instruction working for some groups but not others? Is intervention effective? Assessment and progresses monitoring data provide the answers to critical questions.  Because the answers to these questions have such important implications, they should be based on objective data.

Teaching without assessment is like driving a
A Valid and Reliable Schoolwide Assessment System To Monitor Progress in the Early Grades Assessment linked to big ideas Schoolwide assessment system includes screening, diagnostic, progress monitoring, and outcome measures that are established and maintained Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assessment used to monitor progress for all students 3 times per year To enable early identification In the Schoolwide Model, these are critical components within the “Assessment” dimension. The first component is that “Assessment is linked to the big ideas” Again, like goals, assessment must be aligned with what is important in beginning reading. The second component is that a “Schoolwide assessment system is established and maintained.” In the Schoolwide model, DIBELS, or the Dynamic Indicators of Basic Early Literacy Skills, are used as the foundation of a consistent and coordinated schoolwide assessment system. The third component is that “Assessment used to monitor progress for all students 3 times per year” This enables effective early identification of students experiencing reading difficulties and allows for coordinated prevention and early intervention efforts as well as evaluating class and schoolwide progress. Teaching without assessment is like driving a car without headlights.” Assessment for all children must: 1. Focus on essential, important skills 2. Be instructionally relevant 3. Be efficient to administer 4. Be sensitive to change in skill performance 5. Measure fluency of performance

Reading Assessment for Different Purposes
An effective, comprehensive reading program includes reading assessments for four purposes: Outcome - Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels. Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction. In this segment we address four purposes for assessment within a school’s overall reading program: Outcome, Screening, Diagnosis, & Progress Monitoring. Assessment measures should be validated for these specific purposes. This ensures that educational decisions based on assessment data are accurate and useful. Discuss each type. Outcome assessment: the traditional approach to assessing and evaluating progress. Screening assessment: used to identify children early in the school year who are at risk of experiencing reading difficulties or for not meeting standards on the end of year accountability or outcome assessment. (click to next slide)

Reading Assessment for Different Purposes
An effective, comprehensive reading program includes reading assessments for four purposes: Diagnosis - Helps teachers plan instruction by providing in-depth information about students’ skills and instructional needs. Progress Monitoring - Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes. Diagnostic assessment: facilitates instructional planning by providing in-depth information about students’ skills and instructional needs. Progress monitoring assessment: provides continuous, ongoing, formative information that is used to evaluate and modify the instructional plan.  Useful assessment is also focused on the essential early literacy skills of phonemic awareness, alphabetic principle, automaticity and fluency with connected text, vocabulary, and comprehension.

Outcome Assessment Purpose: To determine level of proficiency in relation to norm or criterion. When: Typically administered at end of year. Can be administered pre/post to assess overall growth. Who: All students Relation to instruction: Provides index of overall efficacy but limited timely instructional information. To differentiate the four types of assessment, each will be discussed in terms of the following: Purpose: What is it designed to do? When: When or how often is it typically administered? Who: Which students is it typically administered to? Relation to instruction: Can the results be used to inform instruction? How? One type of outcome assessment is what is often referred to as “high stakes” testing. Have participants think about their own state’s “high stakes” outcome testing. What are the pro’s and con’s of these types of assessments?

Screening Assessment Purpose: To determine children who are likely to require additional instructional support (predictive validity). When: Early in the academic year or when new students enter school. Who: All students Relation to instruction: Most valuable when used to identify children who may need further assessment or additional instructional support. Ask participants to think about whether their school has assessments designed for this purpose (e.g., many schools do have screening instruments for kindergarten). Have participants reflect on the following: When and how often is it administered? Which students are given the measure? How are the results used? Does the measure have established reliability and validity? Does the device focus on the essential early literacy skills in a time-efficient manner?

Diagnostic Assessment
Purpose: To provide specific information on skills and strategy needs of individual students. When: Following screening or at points during the year when students are not making adequate progress. Who: Selected students as indicated by screening or progress monitoring measures or teacher judgment. Relation to Instruction: Provided specific information on target skills; highly relevant. The purpose of Diagnostic Assessment is to provide more in-depth information on student’s skills and instructional needs to plan instruction. Diagnostic assessment may include a variety of teacher-made or specialized assessments, but should be closely aligned to the accountability outcomes for the grade. Ask participants to think about whether their school has assessments designed for this purpose. Have participants reflect on the following: When and how often is it administered? Which students are given the measure? How are the results used? Does the measure have established reliability and validity? Does the device focus on the essential early literacy skills in a time efficient manner?

Progress Monitoring Assessment
Purpose: Frequent, timely measures to determine whether students are learning enough of critical skills. When: At minimum 3 times per year at critical decision making points. Who: All students Relation to Instruction: Indicates students who require additional assessment and intervention. Once we identify students needing additional instructional support, we need to evaluate how he/she is responding to the instruction on a regular, timely basis. By progress monitoring, we can make our instruction more effective and responsive. Progress monitoring assessment should be closely aligned with intervention content, which should be closely aligned to essential beginning reading skills. Ask participants to think about whether their school has assessments designed for this purpose. Have participants reflect on the following: When and how often is it administered? Which students are given the measure? How are the results used? Does the measure have established reliability and validity? Does the device focus on the essential early literacy skills in a time efficient manner?

How do we find evidence that an assessment instrument is reliable and valid?
Possible Sources of Information: Assessment Manual Technical Reports Peer Reviewed Research ….but you have to know how to critique the technical adequacy of the measures! Expert Summaries and Analysis: National Center on Progress Monitoring Analysis of Reading Assessment Analysis for K-3

Creating A Coordinated and Integrated Approach:
Avoid: Using Multiple Assessments for the Same Purpose Using Assessments without Established Reliability and Validity Collecting Data Without Using It Collecting Data Without Knowing Why

Creating A Coordinated and Integrated Approach:
Strive for: Coordinating Assessments to Efficiently and Effectively Answer Important Questions at Multiple Levels (student, classroom, school, and district) across instructional support programs (general education, Title, Special Education etc.) Using Assessments that Have Convincing Reliability and Validity Improving Communication and Competence to Use Assessment Results to Improve Instruction

Where are multiple assessments being used for the same purpose?
Creating a Coordinated and Integrated Assessment Road Map: What does this mean for us? Where are multiple assessments being used for the same purpose? Where are assessments being used without evidence of reliability and validity? Where are additional assessments needed? How could the data management coordination be improved? How could the communication of assessment results be improved?

The Need for Results-Focused Assessment
Instructional Time is Precious: Need to spend time teaching, not testing DIBELS measures do not assess all aspects of reading Short duration fluency-based measures Some Skills are More Important Than Others: Assesses skills predictive of later reading proficiency Provides timely feedback to schools and teachers to enable responsive instruction Allows early identification of students who need instructional support Assesses whether children are learning enough Instructional time is precious and limited: A Schoolwide reading program should maximize teaching time, so we need to use validated assessment tools that respect instructional time. We need to collect the best information in the least amount of time. Some reading skills are more important than others: The component skills of phonemic awareness, the alphabetic principle, and fluency with reading connected text are the “big ideas” in beginning reading. The focus on these component skills in our assessment and instruction does not mean that other reading skills are not valuable; however, we need to assess the skills most predictive of later reading proficiency. Each measure has a progress monitoring component to evaluate student response to instruction for timely instructional decision making. Because the measures are brief and focused on essential skills, we can assess all children to identify students early on that may be in need of additional instructional support Each measure also has a research-validated goal which enables us to determine if the progress students are making is enough to ensure successful long-term reading outcomes.

Preventing Reading Difficulties Through Early Identification
Essential Features of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Preventing Reading Difficulties Through Early Identification Dynamic – Responsive to Changes in Student Performance Identifies students who need additional support Evaluates student response to intervention Indicators – Focused on an Essential Skill Enables assessment to be efficient Basic Early Literacy Skills – Relevant to Instructional Planning Links essential literacy skills to prevent reading failure Essential Features of DIBELS: The DIBELS measures were developed to be maximally useful and instructionally relevant: Dynamic: Responsive to Changes in Student Performance DIBELS is sensitive enough to discriminate skill level in two ways: Identifying students needing additional support: Assessing reading development in Kindergarten and First Grade has always been a challenge, because student skills are limited. Common nationally norm-referenced measures are not sensitive enough to identify students needing additional support. DIBELS are sensitive to differences in the early grades so that we can allocate limited instructional resources more effectively and efficiently. Evaluating response to intervention: Once we provide additional instructional support, we need to determine how students are responding to intervention. DIBELS can provide feedback that is easily collected, can be collected often, and a sensitive to changes in skill performance. Indicators - Focused on an Essential Characteristic of the Skill Reading involves the seamless combination of many component skills. However, some skills are more easy to assess and are better predictors of future reading success. DIBELS were not designed to assess every reading skill, only the skills that highly related to overall reading proficiency and most predictive of later reading achievement. This enable assessment to be more efficient. Basic Early Literacy Skills – Relevant to Instructional Planning To prevent reading difficulties, we know that children need to be proficient and fluent on certain crucial early literacy skills such as phonemic awareness, the alphabetic principle, and fluency with connected text. By using DIBELS, teachers can receive timely, regular feedback on student performance which enables their instruction to be more responsive to student needs.

DIBELS Stepping Stones to Literacy
Reading and Literacy Reading Difficulty and Failure Reading Fluency Alphabetic Principle Phonemic Awareness Vocabulary and Comprehension Vocabulary and Comprehension Vocabulary and Comprehension © Good & Fierro

Stepping Stones: Dr. Roland Good

A Schoolwide Assessment System
Each measure has a research-based goal Two parts to every goal: How much / How well? By when? Measure How Much? By When? Initial Sounds Fluency 25 or more Middle of K Phonemic Segmentation Fluency 35 or more End of K Nonsense Word Fluency 50 or more Middle of First Oral Reading Fluency 1st: 40 or more 2nd: 90 or more 3rd: 110 or more 1st: End of Year 2nd: End of Year 3rd: End of Year Each DIBELS measure has a two-part goal: How much / How well? & By when? This corresponds to a measurable criterion. For example, for the Oral Reading Fluency measure, a student should score 40 correct words per minute by the end of first grade. The benchmark goals, based on research, predict future reading success. So if a student reaches a benchmark goal by the specified time point, we can predict that they will successfully meet the next benchmark goal.

Relation of DIBELS to Purposes of Assessment
Utility of DIBELS Purpose of Assessment Utility Screening Yes Progress Monitoring Diagnostic Possibly with expert teachers Outcome Selected measures The DIBELS assessments are intended to provide school-based data to inform instructional planning and to review school level outcomes. DIBELS are especially useful for screening/early identification, and for progress monitoring student response to intervention. Currently, the DIBELS website, which we will be discussing later, has over 32,000 students in it from over 300 school districts around the nation. The DIBELS system can be used for the following purposes: Screening: Because the measures are designed to be brief and instructionally focused, all students can be efficiently screened to determine if they are at risk for reading difficulties. The measures assess only literacy skills that research has found to be predictive of later reading proficiency, namely letter knowledge, phonemic awareness, alphabetic understanding, and automaticity and fluency with the code. Progress Monitoring: For each measure, progress monitoring materials are available to evaluate how individual children are responding to instruction. The measures are designed to be sensitive to small changes in skill performance across time so that instructional changes can be made on a timely basis to maximize student outcomes. Outcomes: DIBELS measures have been found to be highly related to state-level high stakes/outcome assessment (e.g., OR, PA, IA). DIBLES can be useful for the early identification of students who are at risk for not passing these important tests. Diagnostic: While not directly researched, teachers with long-term experience using the measures have reported the measures do provide specific and direct diagnostic assessment on certain early reading skills.

“Why are we doing this?” DIBELS End of Unit Tests OSAT
Assessment Tool Purpose(s) DIBELS Screening Diagnostic Progress Monitoring Outcomes End of Unit Tests OSAT Other:__________

How to Collect Schoolwide Data

Considerations Goal: To collect valid and reliable benchmark data as efficiently and economically as possible, with minimal disruption. Before deciding on an approach to use, consider: Number of students to be assessed School calendar and events Timeline for completion of assessment Availability of resources

Team Assessment Advantages
Team assessment is efficient. 5 people can assess a class in about 30 minutes. Team assessment distributes investment. Team assessment shares ownership and skills. Team assessment engages the educator in us all. Team assessment makes the results vivid and meaningful.

Developing a Plan To Collect Schoolwide Data
Who will collect the data? How long will it take? How do we want to collect the data? What materials does the school need? How do I use the DIBELS Website? How will the results be shared with the school? More details are available in the document entitled “Approaches and Considerations of Collecting Schoolwide Early Literacy and Reading Performance Data” on DIBELS web.  Emphasize the importance of planning—see the provided document “Approaches and Considerations of Collecting Schoolwide Early Literacy and Reading Performance Data” for additional information. Many schools find the idea of assessing all children three times a year intimidating; however, if properly planned, the process can go quite smoothly. Each school is unique in terms of the resources available, so each school will develop an individual plan to meet this objective.

How Will the Results Be Shared With the School?
Schedule time soon after data collection to share and distribute results School-level: Staff meeting Grade-level: Team meetings Determine a method of addressing concerns Identifying at-risk students Answering questions about the results Re-thinking the data collection approach How will the results be shared with the school? To maintain momentum, determine how the information will be shared with all staff and make sure to build in time to answer questions and review the measures to ensure understanding.

Taking Stock of Assessment
Assessment Name Grade Purpose of Assessment (circle) Where do you find evidence of reliability and validity? Data Management Plan Strengths/ Weaknesses Screening Diagnostic Progress Monitoring Outcome Reading Math

Taking Stock of Assessment: Example
Assessment Name Grade Purpose of Assessment (circle) Where do you find evidence of reliability and validity? Data Management Plan Strengths/ Weaknesses DIBELS K-5 Screening Diagnostic Progress Monitoring Outcome National Center for Progress Monitoring DIBELS Tech Report DIBELS Data System Reading Math

Taking Stock of Assessment:
Activity Assessment Name Grade Purpose of Assessment (circle) Where do you find evidence of reliability and validity? Data Management Plan Strengths/ Weaknesses Screening Diagnostic Progress Monitoring Outcome Reading

PET-R Section VI: Administration/ Organization/ Communication
Strong instructional leadership maintains a focus on high-quality instruction, organizes and allocates resources to support reading, and establishes mechanisms to communicate reading progress and practices.

1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence VI: Administration/Organization/Communication: A strong instructional leadership maintains a focus on high-quality instruction, organizes and allocates resources to support reading, and establishes mechanisms to communicate reading progress and practices. ______ 1. Administrators or the leadership team are knowledgeable of state standards, priority reading skills and strategies, assessment measures and practices, and instructional programs and materials. ______ 2. Administrators or the leadership team work with staff to create a coherent plan for reading instruction and institute practices to attain school reading goals. ______ 3. Administrators or the leadership team maximize and protect instructional time and organize resources and personnel to support reading instruction, practice, and assessment. _____ 4. Grade level teams are established and supported to analyze reading performance and plan instruction. _____ 5. Concurrent instruction (e.g., Title, special education) is coordinated with and complementary to general education reading instruction. _____ 6. A communication plan for reporting and sharing student performance with teachers, parents, and school, district, and state administrators is in place. ____/12 Total Points ________% Percent of Implementation: 6 = 50% = 80% = 100%

Leadership Support Strong and Informed Instructional Leaders Maintain Focus and Establish Mechanisms to Support Reading Progress Administrators develop a coherent plan for reading instruction Leaders organize resources and personnel to support reading instruction A communication plan coordinated with all individuals responsible for teaching reading Other critical dimensions that support the Schoolwide Beginning Reading Model: Leadership Support

Setting high expectations
What are the most essential parts of the principal’s role in the schoolwide beginning reading model? Setting high expectations Being visible and involved in the reading program Supporting use of data to adjust instruction Actively collaborating with the coach and teachers to support students’ reading success

“I am not an expert in reading, but with the training and coaching we’ve had, I’ve been able to learn right along with the teachers. Now I can walk in and take a teacher’s group for a few minutes and know what to do.” - RF Principal These principals are not office dwellers--at least no more than is necessary. They are in the halls, in the classrooms, at the door, greeting parents and students. Not just to “supervise” or maintain order, but to welcome, affirm and, oh yes, to inquire about reading. 140

Leadership Example

PET-R Section VII: Professional Development
Adequate and ongoing professional development is determined to support reading instruction. Schoolwide model focuses on adequate and ongoing professional development to support reading instruction with an emphasis on time for collaboration at and across grade levels. VS Traditional model focuses on adequate professional development to support reading instruction. Professional development focus may shift from year to year with or without ongoing follow-up.

1 2 Not in place Partially in place Fully in place Evaluation Criteria Documentation of Evidence VII: Professional Development: Adequate and ongoing professional development is available to support reading achievement. ______ 1. Teachers and instructional staff have thorough understanding and working knowledge of grade-level instructional / reading priorities and effective practices. ______ 2. Ongoing staff development is established to support teachers and instructional staff in the assessment and instruction of reading priorities. ______ 3. Time is systematically allocated for educators to analyze, plan, and refine instruction. _____ 4. Staff development efforts are explicitly linked to practices and programs that have been shown to be effective through documented research. ____/8 Total Points ________% Percent of Implementation: 4 = 50% = 80% = 100%

Professional Development
An Integrated System of Research-Based Professional Development and Resource Allocation Ongoing professional development established to support teachers in the implementation of programs Time allocated for educators to analyze, plan, and refine instruction Professional development efforts explicitly linked to scientifically based programs and practices Other critical dimensions that support the Schoolwide Beginning Reading Model: Professional Development

Professional Development
Quality and on-going professional development sufficient to support reading instruction From external and internal providers For leaders as well as teachers and IA’s

Your school has had strong outcomes
Your school has had strong outcomes. To what do you attribute that success? devoting more time to reading instruction monitoring student performance and adjusting instruction as indicated having benchmark targets and goals setting and following up on high expectations - RF Principals Principals were clear about what they thought had contributed to the success their students had achieved through Reading First. Increasing time, having targets to shoot for, assuring that instruction remains responsive to student performance and sustaining high expectations in a “CAN DO” culture--all seem to be part of the story of success.

be flexible and creative about grouping and scheduling
What advice would you give to another school considering implementing a program like this? the principal needs to lead, to set expectations and to support others to meet those expectations be flexible and creative about grouping and scheduling learn from other schools consistent curriculum and use of data are very important you have nothing to lose and everything to gain - RF Principals Here are the points of insight and advice that these principals offer you and others as you move through your first year of implementation in Reading First. The unifying theme, once again, is that it’s not easy, but it’s worth it, and once you begin to see the changes, you will never want to go back to the type of school culture in which you worked before.

Indeed, we often feel we have not completely answered any of them
“We have not succeeded in answering all of our questions. Indeed, we often feel we have not completely answered any of them The answers we have found only serve to raise a whole set of new questions. In some ways, we feel we are as confused as ever, but we believe we are confused on a much higher level, and about more important things.”

5 Minute Discussion What “squared” with what you already knew?
GEOMETRIC REVIEW What “squared” with what you already knew? What do you see from a new angle? What completed a circle of knowledge? Of what do you now have a more complete understanding?

Schoolwide Beginning Reading Model: Ensuring Learning for All and Each

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Schoolwide Beginning Reading Model: Ensuring Learning for All and Each

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