1. 1 Oregon Reading First Institute on Beginning Reading IV: Evaluating and Planning Institute on Beginning Reading IV: Evaluating and Planning

2. 2 Acknowledgments n Oregon Department of Education n Institute for the Development of Educational Achievement, College of Education, University of Oregon n U.S. Department of Education, Office of Special Education Programs

3. 3 Content developed by: Edward J. Kame’enui Carrie Thomas Beck Scott K. Baker Nicole Sherman Brewer Ben Clarke Hank Fien Barbara Gunn Rachell Katz Trisha Travers Content Development Additional support: Katie Tate University of Oregon

4. 4 Copyright n All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. 5 Introduction Thomas Beck © 2004

6. 6 Objectives of Reading First (1) To provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically based reading research, to ensure that every student can read at grade level or above not later than the end of grade 3. (2) To provide assistance to State educational agencies and local educational agencies in preparing teachers, including special education teachers, through professional development and other support, so the teachers can identify specific reading barriers facing their students and so the teachers have the tools to effectively help their students learn to read.

7. 7 Objectives of Reading First (cont.) (3) To provide assistance to State educational agencies and local educational agencies in selecting or administering screening, diagnostic, and classroom-based instructional reading assessments. (4)To provide assistance to State educational agencies and local educational agencies in selecting or developing effective instructional materials (including classroom-based materials to assist teachers in implementing the essential components of reading instruction), programs, learning systems, and strategies to implement methods that have been proven to prevent or remediate reading failure within a State.

8. 8 Objectives of Reading First (cont.) (5) To strengthen coordination among schools, early literacy programs, and family literacy programs to improve reading achievement for all children.

9. 9 What does a Reading First school look like in Oregon?

10. 10 An Oregon Reading First School: n has adopted a research-based core program for K-3 and is implementing that program faithfully with those students who are appropriately placed. n has purchased and is implementing faithfully research based intervention programs to meet the needs of those students who do not benefit from the core instruction. n has purchased and is implementing faithfully research based supplemental programs to fill the gaps within the core program and to provide additional instruction and practice in essential components for those students who need it.

11. 11 An Oregon Reading First School: n has a schoolwide beginning reading plan which includes an instructional map for Benchmark, Strategic, and Intensive students in each grade level. All teachers participate in this plan. n uses DIBELS as its primary screening and progress monitoring measure and as an outcome measure. Teachers use DIBELS data to group students and inform instruction.

12. 12 Assessment Fien © 2004

13. 13 II. Assessment Instruments and procedures for assessing reading achievement are clearly specified, measure essential skills, provide reliable and valid information about student performance, and inform instruction in important, meaningful, and maintainable ways.

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16. 16 Activity 1: Year 1 Grade Level Outcomes Materials Needed n Grade-level histograms n Oregon Reading First histograms n Breakout Forms Directions 1. Break into grade level teams. 2. For each grade level, document student outcomes on grade- appropriate DIBELS measures. 3. Compare your grade level outcomes with Oregon Reading First Schools’ overall outcomes.

17. 17 DIBELS Spring Benchmark Goals Grade K Goals: 35 CSPM (correct sounds per minute) on Phoneme Segmentation Fluency 25 CSPM (correct sounds per minute) on Nonsense Word Fluency First Grade Goals: 40-60 CWPM (correct words per minute) on Oral Reading Fluency 50 CSPM (correct sounds per minute) on Nonsense Word Fluency (in Winter of first grade)

18. 18 DIBELS Spring Benchmark Goals Second Grade Goals: 90 CSWPM (correct words per minute) on Oral Reading Fluency Third Grade Goals: 110 CWPM (correct words per minute) on Oral Reading Fluency

19. 19 Kindergarten DIBELS Benchmark Goals

20. 20 Kindergarten Outcomes WinterSpring Record Percent of students at each status for Progressive Benchmarks (PSF, NWF) and Benchmark Goal (ISF) Record Percent of students at each status for Progressive Benchmark (NWF) and Benchmark Goal (PSF) ISFEstablished:Emerging:Deficit: PSFLow Risk:Some Risk:At Risk:Established:Emerging:Deficit: NWFLow Risk:Some Risk:At Risk:Low Risk:Some Risk:At Risk: ORF

21. 21 First Grade DIBELS Benchmark Goals

22. 22 First Grade Outcomes WinterSpring Record Percent of students at each status for Progressive Benchmark (ORF) and Benchmark Goals (PSF, NWF) Record Percent of students at each status for Benchmark Goals (PSF, NWF, ORF) PSFEstablished:Emerging:Deficit:Established:Emerging:Deficit: NWFEstablished:Emerging:Deficit:Established:Emerging:Deficit: ORFLow Risk:Some Risk:At Risk:Low Risk:Some Risk:At Risk:

23. 23 Second Grade DIBELS Benchmark Goals Third Grade DIBELS Benchmark Goals

24. 24 Second and Third Grade Outcomes WinterSpring Record Percent of students at each status for Progressive Benchmark Record Percent of students at each status for Benchmark Goal ORFLow Risk:Some Risk: At Risk:Low Risk:Some Risk:At Risk:

25. 25 Activity #2: Grade Level Movement: Materials Needed: Grade-level Summary of Effectiveness Reports, Oregon Reading First Schools’ Summary Reports Directions: 1. Document growth towards successful outcomes for each grade level. 2. Compare grade level growth with Oregon Reading First schools Percent of students that successfully met Spring Benchmark Goals

26. 26 Instructional Steps from Kindergarten to Successful Reading Outcomes The outcome of each step depends on a) student’s initial skill, b) effectiveness of core curriculum and instruction, and c) effectiveness of system of additional instructional support

27. 27 Benchmark Goals for each Instructional Step

28. 28 Growth Towards Successful Outcomes n Steps towards Success n Benchmark to Established (Low risk on ORF) n Strategic to Established (Low risk on ORF) n Intensive to Established (Low risk on ORF) n Intensive to Emerging (Some risk on ORF) n Patterns of Needed Support n Benchmark to Emerging/Deficit (Some/At-risk on ORF) n Strategic to Deficit (At risk on ORF)

29. 29 Benchmark student status to subsequent Established or Low Risk Status: Fall to Winter_____%Winter to Spring____% Strategic student status to subsequent Established or Low Risk Status: Fall to Winter_____%Winter to Spring____% Intensive student status to subsequent Established or Low Risk Status: Fall to Winter_____%Winter to Spring____% Intensive student status to subsequent Emerging or Some Risk Status: Fall to Winter_____%Winter to Spring____% Total Intensive students to subsequent Established/Emerging or Low Risk/Some Risk Status : Fall to Winter_____%Winter to Spring____% Growth Towards Successful Outcomes

30. 30 Activity #2: Growth Towards Successful Outcomes Compare growth with Oregon Reading First schools. Based on this comparison: n Discuss areas of strength: (e.g. Compared to the project wide data, our grade has a higher percentage of strategic students meeting spring time benchmarks.) n Discuss areas of needed student support (e.g. Compared to the project wide data, our grade has a lower percentage of intensive students meeting spring time benchmarks):

31. 31 Activity #3: Discussion Points n How did the Fall, Winter and Spring Benchmarking Assessment plan work this year? Any ideas for next year? n How did the Progress Monitoring Plan work this year? Any ideas for next year? If the teachers were not involved this year, how could they get involved next year? n Do we need brush-up DIBELS training next fall? Could we train our EA’s, parent volunteers? How will we train new staff?

32. 32 Activity #4: Transitioning Activity (OPTIONAL) Materials Needed: Class reports, Summary of Effectiveness Reports n Kindergarten Team join with the First grade Team and discuss Kindergarten students transitioning to first grade. n Second Grade Team join with Third Grade Team and discuss second graders transitioning to third grade. n For each, discuss possible grouping strategies for fall that could maximize instructional intensity.

33. 33 Activity 5: Rescore Assessment Section of the Planning and Evaluation Tool (PET) n Based upon the previous 4 activities rescore the 7 Assessment items on the PET

34. 34 For the next 5 minutes, discuss PD needs in the area of Assessment.

35. 35 Instruction Thomas Beck, Sherman Brewer, Katz © 2004

36. 36 III. Instructional Programs and Materials IV. Instructional Time V. Differentiated Instruction/Grouping/Scheduling

37. 37 III. Instructional Programs & Materials n 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.

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39. 39 IV. Instructional Time n A sufficient amount of time is allocated for instruction and the time allocated is used effectively.

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41. 41 V. Differentiated Instruction/Grouping/Scheduling n 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.

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43. 43 Guiding Questions 1. How are we doing with our core implementation? What do the data tell us? 2. How is the combination of current programs/strategies working for our lower performing students? 3. So what do we do next year?

44. 44 1. How are we doing with our core implementation? What do the data tell us? Activity # 1A: Evaluation of core implementation Materials Needed: Activity #2 from Assessment Section Revisit the Summary of Effectiveness data from Activity #2 of the Assessment section. In particular, examine the number of benchmark students who met benchmark goals over the course of the year. Are most benchmark students remaining on track? What are the trajectories like for benchmark students?

45. 45 Questions to Consider with Core Implementation: n Is a sufficient amount of time allocated? n Are students grouped based on program recommendations? n Are important activities taught/stressed (e.g., red checks, targets, etc.)? Keep in mind the differing priorities for K vs. 1 vs. 2 vs. 3. Revisit the instructional maps. n Is the in-program assessment administered regularly and results used to inform instruction?

46. 46 Questions to Consider with Core Implementation (cont.) n Is ongoing, high quality training provided? n Are teachers receiving support from the RF coach? in the classroom? outside the classroom? n Is the program implemented with fidelity?

47. 47 Activity # 1B: Fidelity of Implementation Materials Needed: Fidelity checklists completed by coaches in the Spring. Coach summarizes common implementation issues based on fidelity observations conducted in the Spring. What are common trends in K, 1, 2, 3? Are there particular activities with which teachers have difficulty (e.g., phonics, PA, etc.)? 1. How are we doing with our core implementation? What do the data tell us? (cont.)

48. 48 Ideas for Strengthening Core Implementation Next Year n Regular inservice sessions developed around implementation issues identified by coach. n Opportunities for teachers to observe model lessons - from coach, from peers, from other schools. n Other ideas?

49. 49 Activity # 2A: Evaluation of Grade-Level Data Materials Needed: Activity #1 and #2 from Assessment section, Winter to Spring CSI Maps Revisit Winter to Spring DIBELS summary tables from Activity #1 of assessment section and summary of effectiveness reports from Activity #2. Use this data to examine the effectiveness of instruction provided to intensive and strategic students from Winter to Spring. Specifically, be prepared to address the following items: 2. How is the combination of current programs/strategies working for our lower performing students?

50. 50 Evaluation of Grade-Level Data (cont.) n Using the summary of effectiveness reports, examine growth from winter to spring for intensive and strategic populations. n Using Winter to Spring DIBELS summary tables, discuss how current instructional practices are addressing students needs in the following areas: Phonemic Awareness Alphabetic Principal Fluency with Connected Text

51. 51 2. How is the combination of current programs/strategies working for our lower performing students? (cont.) Activity # 2B: Evaluation of Progress Monitoring Data Materials Needed: Progress monitoring booklets for strategic and intensive students in each grade level, master list of student groups, Winter to Spring CSI Maps Working in grade-level teams, identify one instructional group of intensive students and one instructional group of strategic students. Gather progress monitoring booklets for these students. If you haven’t already done so, draw in the aim line for each student on each measure. Using the 3-point rule, evaluate the effectiveness of the intervention provided from winter to spring.

52. 52 3. So what do we do next year? Activity # 3: Plan for Fall Materials Needed: Winter to Spring CSI Maps blank Fall to Winter summary of CSI Maps DIBELS data from activity #2A intervention results from OR RF’s review of S-I programs list of approved supplemental and intervention programs sample schedules and CSI maps from RF schools and Bethel program summary from RF review of comprehensive programs for your adopted core program. Complete grade-level summary of CSI Maps to plan instruction for benchmark, strategic, and intensive students in the Fall. To prepare for this activity, complete the following procedures:

53. 53 To Prepare: 3a. For each grade, list your two highest instructional needs based on Spring DIBELS data. K: 1: 2: 3:

54. 54 To Prepare: 3b. Review results from Oregon Reading First’s review of supplemental and intervention programs. Are there programs that address your identified instructional needs? List here. How will those programs fit within your overall grade-level and school-level reading plan?

55. 55 To Prepare: 3c. Examine sample schedules and CSI maps from RF schools and Bethel. Are there ideas you can apply to your reading plan?

56. 56 To Prepare: 3d. Review important instructional components of Oregon Reading First’s Model: A core reading program based on SBRR is adopted for use school wide. Supplemental and intervention programs of documented efficacy are in place to support students who do not benefit from the core. Students in grades K-3 receive a minimum of 30 minutes of small-group teacher-directed reading instruction daily. Additional instructional time is allocated to students who fail to make adequate reading progress. Group size, instructional time, and instructional programs are based on learner performance. Cross-class and cross-grade groupings used when appropriate to maximize learning opportunities. Student performance data are analyzed and summarized in meaningful formats and routinely used by grade-level teams to evaluate and adjust instruction.

57. 57 To Prepare: (Optional Activity) 3e. Set an “enhancement goal” for next year. That is, identify an area of your adopted core program that requires enhancement. Map out a plan of how grade level teams will systematically work to develop enhancement materials for that particular area. In your plan, note if you need support to meet this goal. (e.g., Do you need RF staff to provide a refresher on enhancement for a particular big idea? Do you want a regional coordinator to go through enhancing the first theme with your staff? etc.) Consider the idea of sharing your work with other RF schools using the same core program.

58. 58 3. So what do we do next year? Now, you are ready to fill out your maps. Break into grade-level teams and use the information from the activities that were just completed to develop grade-level summary of CSI Maps to plan instruction for benchmark, strategic, and intensive students in the Fall.

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60. 60 4. Rescore PET Items Go back and rescore PET items for: III. Instructional Programs and Materials IV. Instructional Time V. Differentiated Instruction/ Grouping/Scheduling

61. 61 For the next 5 minutes, discuss PD needs in the area of Instruction.

62. 62 Administration, Organization, Communication Travers © 2004

63. 63 VI. Administration/ Organization/Communication n 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.

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65. 65 Guiding Questions 1. Is there a coherent plan for reading instruction in place at the school building level? 2. How are we doing on grade-level team meetings? What is our “process?” 3. How are we doing on concurrent instruction (e.g., Title, special education)?

66. 66 1. Is there a coherent plan for reading instruction in place at the school building level? Discussion: ___ plan is coherent (e.g., coordinated, integrated, data driven). ___ progress toward goals is monitored & adjustments are made accordingly. ___ reading time is protected. Materials Needed: CSI Maps, school schedule, list of personnel, Reading Action Plan (RAP), DIBELS data. Activity 1a: Review and discuss RAP, student performance data, and make adjustments to achieve coherence.

67. 67 2. How are we doing on grade-level team meetings? What is our “process”? (OPTIONAL) Discussion: ___ Schedule regularly (monthly) to analyze data, plan instruction, and develop actions. ___ Include special education, Title 1, ELL, etc. ___ Appoint a leader, recorder, and time keeper. ___ Use a regular format. ___ Analyze and use assessment data to focus discussion and planning. ___ Direct discussion to lead to an identified outcome. ___ Use a reporting-out process and follow-up process that are communicated to all stakeholders. (See slide 69 for an example.) Take stock of your meeting process. Determine if your grade-level team meetings meet the following criteria:

68. 68 Activity# 2a: In grade level teams, review the sample process for grade-level meetings. Meeting Process Format 1. Establish roles and procedures. 2. Set a specific purpose/goal for the meeting. 3. Determine the data sources needed to attain goal. 4. Identify the challenges/issues/successes. 5. Identify and develop specific actions and a timeframe. 6. Implement action plan/steps. Use this format to evaluate the effectiveness of your current team process. Materials: See process activity sheet on slide 70.

69. 69 Sample Process for Grade-Level Meetings 1. Establish Roles and Procedures Identify a meeting leader (e.g., RF Coach), a meeting recorder (e.g., Grade 3 General Ed Teacher) and a time keeper (e.g., Principal). 2. Set a specific purpose/goal for meeting To examine student results of 3rd grade Spring DIBELS oral reading fluency rates. Teachers need to bring ORF data for their class. 3. Determine Data Sources Needed DIBELS progress monitoring data--Winter & Spring data Other diagnostic assessment measures CSI Maps, reading schedules 4. Identify Challenges/Issues/Successes Five students have moved from strategic to benchmark from Winter to Spring. 35% of students in 3 rd grade are in intensive range on Spring DIBELS ORF. 5. Identify and Develop Specific Actions and Timeframe: Each teacher will examine the types of errors made by his/her students.Teachers will schedule students for an additional 15-30 minutes of partner rereading every day to focus on developing fluency through rereading of decodables and other fluency interventions. If there are decoding issues, administer NWF, plan interventions and provide direct instruction. Analyze results at the next grade-level meeting. 6. Implement Action Plan/Steps Week 1: Each teacher will review each student’s assessment of ORF and make a chart indicating areas of need. Week 2: Teachers to provide needed interventions. Students may be regrouped across classrooms for maximum efficiency. Complete weekly fluency assessments. Week 3: Same as Week 2 Week 4: Review assessment data as a teamNext Meeting: 5/30/04

70. 70 Activity # 2a Form Does your team: 1. Establish roles and procedures? 2. Set a specific purpose/goal for the meeting? 3. Determine data sources needed? 4. Identify challenges/issues/successes? 5. Identify and develop specific actions and a timeframe? 6. Implement action plan/steps? Next meeting date:

71. 71 3. How are we doing on concurrent instruction (e.g., Title, special education)? Discussion: ___ Ongoing coordination and communication with specialists ___ Concurrent instruction complementary to general education ___ Built in planning and coordination time for all individuals responsible for providing reading instruction Materials: Activity 3 from Instruction; See intervention profile on slides 72- 73. Activity 3a: Review Activity 3 from Instruction. Are general education, Title, and special education coordinated? Are specialists being used effectively? Is there a format for documenting and communicating concurrent instruction? (See sample form on slides 72-73.)

72. 72 Student Intervention Profile: Tigard-Tualatin School District Student Name:___________ ID Number: _____________ Initial Data Information Initial Grade Level:_____ Date:_____ DIBELS/CBM Scores: ISF___PSF___NWF___ORF (Median)_____ Reading RIT Score: ____ Math RIT Score: ____ Writing Scores: ________________________________________ Attendance Issues: ________________________________________ Behavioral Issues: _________________________________________ Intervention #1 Classroom:___Title 1:_____ELL:____EBIS Grant::_____Other:_____ Start Date:___________Current Grade Level:______ Curriculum:_____________________________________________________ Group Size: Individual___2-5:___6-15:____15-30:_____Class:____ Frequency: One/Wk:____Two/Wk:___Three/WK:_____Four/Wk:____Daily:_____ Duration: 15 min:____20 Min:_____30 Min:____45 Min:____60 Min:____Other____ Intervention Teacher: License Reg:___License Sp:_____IA:____Counselor:____Volunteer:____ End Date:__________Progress Data:

73. 73 Intervention #2 Classroom:___Title 1:_____ELL:____EBIS Grant::_____Other:_____ Start Date:___________Current Grade Level:______ Curriculum:_____________________________________________________ Group Size: Individual___2-5:___6-15:____15-30:_____Class:____ Frequency: One/Wk:____Two/Wk:___Three/WK:_____Four/Wk:____Daily:_____ Duration: 15 min:____20 Min:_____30 Min:____45 Min:____60 Min:____Other____ Intervention Teacher: License Reg:___License Sp:_____IA:____Counselor:____Volunteer:____ End Date:__________Progress Data: Intervention #3 Classroom:___Title 1:_____ELL:____EBIS Grant::_____Other:_____ Start Date:___________Current Grade Level:______ Curriculum:_____________________________________________________ Group Size: Individual___2-5:___6-15:____15-30:_____Class:____ Frequency: One/Wk:____Two/Wk:___Three/WK:_____Four/Wk:____Daily:_____ Duration: 15 min:____20 Min:_____30 Min:____45 Min:____60 Min:____Other____ Intervention Teacher: License Reg:___License Sp:_____IA:____Counselor:____Volunteer:____ End Date:__________Progress Data:

74. 74 Reflection n Reflect on the administration, organization, and communication of your current reading practices. n Determine which items have room for improvement. n Rescore PET items for Administration, Organization, and Communication.

75. 75 For the next 5 minutes, discuss PD needs in the area of Administration, Organization, Communication.

76. 76 Professional Development Baker & Gunn © 2004

77. 77 VII. Professional Development n Adequate and ongoing professional development is determined and available to support reading instruction.

78. 78 Evaluation criteriaDocumentation of evidence VII.Professional Development - Adequate and ongoing professional development is determined and available to support reading instruction. 1. Teachers and instructional staff have thorough understanding and working knowledge of grade-level instructional/reading priorities and effective practices. 2. Ongoing professional 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. Professional development efforts are explicitly linked to practices and programs that have been shown to be effective through documented research.

79. 79 Professional Development Delivery Options n The three, 1-day regional IBRs that will be provided in October 2004, February 2005, and May 2005. n Three to six PD in-services that each school or district would organize and provide. n PD days supplied by an outside provider that the school and/or district would set up. n Individualized technical assistance and / or PD for teachers, EAs, coaches, or administrators who have a need or interest in a specific area of PD.

80. 80 Potential PD Target PD NEED (Please circle one) PD Delivery Option 1. Teacher training in the implementation of the core reading program LowModerateHigh12341234 2. Improving fidelity of implementation of the core reading program LowModerateHigh12341234 3. Selecting approved supplemental and / or intervention programs LowModerateHigh12341234 4. Training teachers in the use of supplemental and / or intervention programs LowModerateHigh12341234 5. Training EAs to conduct small group instruction LowModerateHigh12341234 6. Aligning the use of core, intervention, and supplemental programs LowModerateHigh12341234 7. Placing students in the instructional materials that are aligned with their needs LowModerateHigh12341234 8. Other LowModerateHigh1234 1234

81. 81 Delivery OptionsFall 2004Winter 2005Spring 2005 1. IBR (required) 2. School / District In-service 3. Outside PD provider 4. TA or PD to specific individual or small group

82. 82 Goals, Objectives, and Priorities Clarke © 2004

83. 83 I. 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

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85. 85 Activity #1: Discussion Points n How did your RAP goals set for this year guide decision making within your school? n How did your RAP goals aid in communicating within grade level teams and across grade levels? n How did your RAP goals aid in evaluating the overall effectiveness of your reading program? n How could your RAP goals become more useful to your school next year?

86. 86 Activity 2: Rescore the Goals, Objectives, Priorities Section of the Planning and Evaluation Tool (PET) n Examine each of the 5 items and rescore PET items based on your discussion in Activity 1. n Ask yourself: n Which goals did we obtain or not obtain? Looking back would we have chosen the same goals? n How will the goals we set for next year differ? How would the goals set for next year be evaluated according to the PET?

87. 87 Reading Action Plan 2004-2005 Sherman Brewer © 2004

88. 88 Reading Action Plans 1. With your team, review the revised scores on the PET to identify three areas for improvement in each of the following domains: Assessment, Instruction, and Administration. 2. Example goals include:  Establish and implement weekly grade level meetings to review progress of intensive students.  Establish and implement a frequent and consistent plan for progress monitoring.  Select, adopt, and implement supplemental and intervention reading programs. 3. Once refined, document the goal (what), who will be responsible, and when the goal will be accomplished. 4. Retain a copy of this document for planning and make a copy to submit.

89. 89 Institute on Beginning Reading-4 Reading Action Plan: Year Two 2004-2005 Name of School, District: City, State: Reading Goals and Priorities Assessment: Who: When: Instruction: Who: When: Administration and Communication: Who: When:

90. 90 Team Reports Use the information from your Reading Action Plan to prepare a 2-minute oral report on your team’s goals for the academic year. 1. Select one representative to deliver your report. 2. Your oral report should include the following:  Name of school, team, and name of presenter; Specific goals, who will be responsible, and when they are to be accomplished.