1. 1 Oregon Reading First: Cohort B Leadership Session Portland, Oregon May 27, 2009

2. 2 Housekeeping

3. 3

4. 4 Sustainability

5. 5 What does it take to sustain an effective reading program? That which is worth sustaining is best supported not by a person but by a system and its culture. Build and nurture the system and its culture. (Hargreaves and Goodson, 2006)

6. 6 tt Oregon K-12 Literacy Framework Goals Assessment Instruction Leadership Professional Development Commitment

7. 7 Sustainability is..... “...the ability of a staff to maintain the core beliefs and values (culture) of a program...and use them to guide program adaptations over time...”...while maintaining improved or enhanced outcomes. -adapted from Century and Levy, 2002

8. 8 Sustaining Reading First: A Premise... Those who are able to sustain the improved outcomes they have attained under Reading First will be those who: see Reading First not as a funding stream, but as a different way of thinking about teaching and learning see the management of change as a systems level process

9. 9 Planning for Sustainability To access a wide variety of resources on sustainability planning, including: –Planning tools at state, district, school and classroom levels –Examples of strong sustainability plans and related tools –Background information about sustainability Go to the web site of the Reading First Sustainability Project at http://www.ed.gov/programs/readingfirst/support/sustaining.html

10. 10 Project-level data

11. 11 DATA REFLECTION: Providing Generally Effective Instruction Oregon Reading First Cohort B Project Level Data Spring 2009 Erin Chaparro, Ph.D. Jean Louise Mercier Smith, Ph.D. Deni Basaraba, M.A.

12. 12 Objectives Review Spring 2009 Project-level Data Review 2008-2009 Project Goals for K/1 Discuss next steps for the NWF analyses

13. 13 Overview of Project-Level Data

14. 14 Kindergarten PSF Spring 2009

15. 15 Kindergarten NWF Spring 2009

16. 16 First Grade NWF Spring 2009

17. 17 First Grade ORF Spring 2009

18. 18 Second Grade ORF Spring 2009

19. 19 Third Grade ORF Spring 2009

20. 20

21. 21

22. 22

23. 23

24. 24 Did we meet our goals?

25. 25 Answering Important Questions 2008-2009 Project Level Goals for K/1 –Increase the percent of Kindergarten students meeting the Spring benchmark goal (80%- 95%). –74.3% At low risk for NWF-CLS –89% Established on PSF –78.4% Made AP (+17.4% from Spring ‘06)

26. 26 2008-2009 Project Level Goals for K/1 Increase the percent of strategic and intensive students making adequate progress and/ meeting the benchmark goal. Answering Important Questions

27. 27 Taking A Closer Look at 1st Grade Intensive Notes: Yr. 1Yr. 2Yr. 3Yr.4 % Intensive making AP 36.430.626.328.3 % of Students who are Intensive 36.725.622.620.1

28. 28 Taking A Closer Look at 1st Grade Strategic Notes: Yr. 1Yr. 2Yr. 3Yr.4 % Strategic making AP 43.440.634.234.8 % of Students who are Strategic 32.133.836.428.6

29. 29 Project-level Action Plan Kindergarten 1.Increase percent of students established on NWF by end of KG (80%- 95%) 2.Target automaticity in word reading (“say it the fast way”). A.November 15: ERI Blending Enhancements Webinar B.December 11: Kindergarten Teacher’s Session on small group instruction and behavior routines C.Use Instructional Focus format to target specific skill deficits and maximize differentiation. D.RCs to provide data and Instruction support to coach and/or KG grade- level team. 3. Improve vocabulary and comprehension by improving decoding and word reading maximizing opportunities to build vocabulary A.October 16 (K/1) Read Aloud Session with Lana Santoro Actions ORFC Assistance

30. 30 Project-level Action Plan First Grade Target Intensive and Strategic 1st Grade Students: Use Instructional Focus Groups for differentiating instruction Start replacement intervention early Ensure appropriate pacing (amount of content covered aligns with amount of growth required) Evaluate student progress (in-program and DIBELS) A.October 7: First Grade Teacher Session on small group instruction and behavior routines. B.Use Instructional Focus format to target specific skill deficits and maximize differentiation. C.RCs to provide data and Instruction support to coach and/or 1st grade- level team D.Establish pacing goals, track progress using new LPR system E.Horizons Intervention Training on September 23 F.RC expert on intervention programs to provide support across schools Actions ORFC Assistance

31. 31 Project-level Action Plan First Grade 3. Improve vocabulary and comprehension by improving decoding and word reading maximizing opportunities to build vocabulary A.October 16 (K/1) Read Aloud Session with Lana Santoro ORFC Assistance Actions

32. 32 What’s Next? NWF Analyses

33. 33  Pacing  Plan groups now to start interventions and/or small groups early in September.  What lesson do students need to finish by the end of year to reach goal?  Instruction  Provide language instruction in grades K-1.  When in doubt, place students in intervention rather than core. Remember, a benchmark score is only the 40th percentile.  Ensure all students are having multiple opportunities to respond rather than individual turns.  Provide students more time reading connected text. Considerations

34. 34 “The goal is to transform data into information, and information into insight.” Carly Fiorina

35. 35 Data-based Action Planning

36. 36 Are enough of our students in the established (low risk) range? Are too many students in the in the deficit (at-risk) range? Example Data: Table 1 58% 26%

37. 37 Example Data: Table 2 Evaluate the health of your support systems at each grade level. Identify systems that need additional support. Grade 1 Intensive Grade 1 Strategic Grade 3 Strategic and Benchmark

38. 38 Data-Based Leadership Planning Use: (a) your school’s DIBELS Data Summary, (b) a review of your school action plan progress, and (c) your principal walk-through feedback to identify relevant actions that you can do to support your school action plan.

39. 39

40. 40 District Support What support does the principal need to meet principal actions? What support do the schools need to meet school actions?

41. 41

42. 42 Instructional leadership is perhaps the single most important role for principals to play when increased achievement is the goal. (National Association of Elementary School Principals, 2001)

43. 43 Looking Ahead

44. 44

45. 45 Looking Ahead and Next Steps June 6: District Team Leader to notify Russ Sweet (russ.sweet@state.or.us) if a Cohort B school (or schools) is (are) interested in applying for funds for the 2009-2010 school year. Copy Trish Travers (ttravers@uoregon.edu) on the email.russ.sweet@state.or.usttravers@uoregon.edu Week of June 8: ODE and the ORFC will meet to determine funding and identify schools that will receive technical support through a Regional Coordinator. Week of June 22: Districts will be notified of the amount of support and/or funds each school will receive. Prior to the start of 2009/2010 school year: Each school leader will work with the regional coordinator to develop a plan to use the funds to sustain Reading First.

46. 46 Fall 2009 Calendar Tentative Dates 9/8/09 - 9/25/09: Fall DIBELS Testing Window 9/17/09: Fall Leadership Webinar (1:00 - 3:00) 9/18/09: LPR Webinar (1:00 - 3:00) 1/4/10 - 1/29/10: Winter DIBELS Testing Window

47. 47 “We are not where we want to be. We are not where we are going to be. But we are not where we were.” Rosa Parks Moving forward