1. Core Program Analysis Coaches’ State Conference Winter 2009

2. Year 1 Reading Training Sequence Day 1 –Foundations of CBM Reading Assessments –DIBELS/AIMSWeb: Administration and Scoring Day 2 –Foundations of CBM Reading Assessments –Analyzing DIBELS Reports –Integration and Communication Plan Update –Foundations of Classroom Instruction –Integration and Communication Plan Update Day 3 –Core Program Analysis –Schoolwide Reading Evaluation –Action Planning

3. Agenda Importance of a Core Program Core Program Analysis Instructional Modifications (Fidelity Plus) Communication and Integration Coaches’ Role

4. Purpose What today is not: –Realigning your core –Replacing your core –An endorsement or condemnation of any particular basal program What it is: –Understanding the importance of a core program –Modeling a process whereby You are looking at your data to determine areas of instructional need and focus You are teaching the elements of your core explicitly and providing sufficient practice for the vast majority of your students to have mastery

5. Why Focus on a Reading Program? The research literature on critical skills children need to be successful readers is compelling. 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.

6. A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals. Core Program A Core Instructional Program of Validated Efficacy Adopted and Implemented Schoolwide

7. Understanding the Purpose of Different Programs Programs are tools that are implemented by teachers to ensure that children learn enough on time.

8. Programs Implemented with High Fidelity Programs are only as good as the level of implementation. Not all programs are written to provide the guidance to do the following well. To optimize program effectiveness: Implement the program everyday with fidelity 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)

9. Two Basic Questions Are we teaching the right things at the right time? Are we teaching the right things well such that all students are learning?

10. Looking at the data Always start with your data. –What does it say about your core instruction? in terms of percent of students in the low risk and established categories (80% or above) in terms of sustaining appropriate growth? (95%) –If you are meeting the above criteria and other data substantiates your findings, there is very little need to do a comprehensive analysis of your core.

11. Kindergarten Alphabetic Principle Approximately 30% of students have not achieved benchmark the past two years.

12. 1 st Alphabetic Principle 85% of students who have mastered AP at mid-year, also achieved ORF at end. Again, approx. 30% of students did not make the benchmark

13. 2 nd Alphabetic Principle And yet again, 30%

14. 1.5 sounds per week 0.5 sounds per week 2 sounds per week 2 sounds per week 1.7 sounds per week First Grade Alphabetic Principle 1.3 sounds per week To have all become proficient, the lowest 20% would need a rate of 2 or more correct sounds per week.

15. Data Summary Spring Kindergarten and Fall First Grade are critical times for phonetic instruction. Current core program is leaving over 30% of the students behind. The students left behind fall further behind.

16. Core Program Analysis

17. Question #1 Are we teaching the right things at the right times? Points to consider –Sequencing of skills Preskills taught before the strategy itself Instances that are consistent with the strategy are introduced before the exceptions High utility skills are introduced before less useful ones Easy skills are taught before more difficult ones Strategies and information that are likely to be confused are not introduced at the same time. Carnine, Silbert, Kame’enui, & Tarver, 2004

18. Question #1 Are we teaching the right things at the right times? Tools that are helpful –Curriculum Maps Oregon Reading First Florida Center for Reading Research –“A Consumer’s Guide Core Program Alignment”

19. Curriculum Maps (Oregon Reading First 180 day pacing guide)

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

21. Deb Simmons talks about the development of the Oregon Reading First Curriculum Maps

22. What to do if your core is completely inadequate? Purchase a new core Provide a series of supplemental instruction programs to replace or augment the core Cry?

23. Question #2 Are we teaching the right things well such that all students are learning? Points to consider –Are the lessons… Explicitly taught? Modeled? Scaffolded? Practiced to mastery? Reviewed across time? –Are we maximizing instructional engaged time by attending to … Focus on Big Ideas? Use of time? Classroom management? Increasing the opportunities for students to respond and receive corrective feedback?

24. Question #2 Are we teaching the right things well such that all students are learning? Helpful Tools –Training information from “Schoolwide Reading Day 2” –Consumer’s Guide to Analyzing a Core Reading Program

25. Example Skill Review Kindergarten Phonics Houghton-Mifflin Reading 2006

26. Center on Teaching and Learning College of Education, University of Oregon A Consumer’s Guide to Analyzing a Core Reading Program Grades K-3: A Critical Elements Analysis August, 2006 Deborah C. Simmons, Ph.D. Texas A&M University Edward J. Kame’enui, Ph.D. University of Oregon http://oregonreadingfirst.uoregon.edu/inst_curr_review.html

27. Steps for Core Program Analysis Respond to your data Gather appropriate materials Clarify Subjective Terminology Use advance organizers from the basal if available Designate a note taker to document findings Summarize key findings Identify instructional enhancements Establish Action Plan

28. Kindergarten Example Alphabetic Principal

29. Clarification of Terminology Need to agree on the definitions of subjective terminology.

30. Clarification of Terminology “Explicit” Teacher Models and Explains –“I do it.” –“We do it. We do it. We do it.” Teacher provides frequent feedback to students. –“You do it…until it is automatic.”

31. Clarification of Terminology “Frequent and Cumulative Review” –Ongoing sufficient practice such that skills are not lost across time. –Practice that allows for integration of the skill into more complex tasks.

32. Modeling the Analysis Refer to handout entitled, “Consumer’s Guide… Kindergarten Example” View document camera to observe the process.

33. Summarization of Key Findings

34. Summarization of Key Findings (continued)

35. Your Turn – Gathering Materials and Getting Organized Basal Teacher’s Editions for First or Fourth Grade Handout Entitled “A Consumer’s Guide …” Identify a scribe for the days work

36. Your Turn Read through the Phonics and Word Analysis Instruction elements and note possible subjective terms Team Time

37. Clarification of Terminology “Systematically” Preskills of a strategy are taught before the strategy itself is presented. Instances that are consistent with strategy are introduced before exceptions. High utility skills (the ones students are going to use more often) are introduced before less useful ones. Easy skills are taught before more difficult ones. Strategies and information likely to be confused are not introduced at the same time.

38. Clarification of Terminology “Explicit” Teacher Models and Explains –“I do it.” –“We do it. We do it. We do it.” Teacher provides frequent feedback to students. –“You do it…until it is automatic.”

39. Clarification of Terminology “Sufficient Practice” –The level of practice necessary such that all students are fluent and independent in the skill. “Repeated Opportunities” –Ongoing sufficient practice such that skills are not lost across time. –Practice that allows for integration of the skill into more complex tasks.

40. Reviewing the Teacher Editions Helpful Hints Look for advance organizers such as “Theme- at-a-glance” and “Weekly Lesson Overview” to aid in determining what is taught when. Most basals have 30 weeks of instruction divided into themes or units. You need to identify the first time a skill or routine is introduced and then find two other equally spaced lessons (mid-year, end-of-year) to check for continuity across the year.

41. Complete the “Phonics and Word Analysis Instruction” Section of the Consumer’s Guide Team Time

42. FIDELITY PLUS Instructional Enhancements

43. Guiding Questions What did you find? –Are the instructional routines systematic, explicit, & appropriately sequenced? –Is there sufficient modeling, practice, opportunities for feedback, and ongoing review? If so but your data suggests that too many students are not getting it, are they being done with fidelity? – How do you know? –Has there been adequate training and professional development?

44. Instructional Enhancements

45. Action Plan

46. Target skills, routines, and sequencing for instructional enhancements. Develop enhancements Commit enhancements to an action plan Team Time

47. Communication and Integration

48. Communication Flow Chart Beh. wk. Group Central Office Lit. wk. Group Math wk. Group School Improvement Leadership (incl. MiBLSi team, work group chairs, etc.) All StaffGRADE LEVELS SIT provides priorities for action Work Groups provide monthly data and action reports to SIT. SIT provide info, training, and reminds staff of priorities. Staff informs SIT of needs SIT identifies and passes along GL issues to appropriate GL. GL reports back on action taken, results, & needs.

49. How do you involve your teachers in this process? Team Time

50. Preparing Your Schools Helpful hints for coaches: –Practice this process using a first grade core program from one of the schools you coach. –Work with your schools ahead of time to ensure first grade core program teacher edition manuals will be brought to the training. –Begin to think about a plan for grade levels to go through this process. –Begin to think about how to hold schools accountable to an action plan for planning “fidelity plus”

51. Questions? Please feel free to contact us with questions or suggestions! John Vail, Educational Consultant, MiBLSi Coach –jvail@kresa.orgjvail@kresa.org Kim St. Martin, MiBLSi Regional Coordinator –kstmartin@kresa.orgkstmartin@kresa.org