Early Literacy Implementation in Iowa Roundtable Discussion New Elementary Principals Institute Wednesday, July 20, 2016 Facilitator: Jess Burger Not an expert, just passionate about the work PLC WORK & PHASE 1 C4K SINA 1 READING 12-13 DATA, DELAY STATUS 13-14 DATA, “OFF” 14-15 DATA Not just working harder but smarter

How many of you came out of the classroom? Coaching role? Administrator role?

Critical Components ELI Instruction (90 min./Research Based) Universal Screeners (Data) Parent Notification (letter/contract) At-risk Persistently At-Risk (formerly substantially deficient) Intervention (recommended vs. required) Progress Monitoring 3rd Grade/Summer School-2017 ELI Guidance Documents from Iowa Department of Education Iowa Tier site—updating district & email Student management system interaction

Build Clarity focus on WHY (not what or how) PURPOSE PICTURE PLAN PART Source: Geery Howe, Leadership Consultant Purpose—NOT JUST THE STATE, ARTICULATE WHAT’S NOT CHANGING AND ALIGNMENT TO DISTRICT MISSION & VISION Picture—WHAT’S DRIVING THE CHANGE Plan-GET PEOPLE TO OWN THE PLAN, SHORT TERM WINS, SAME LANGUAGE OVER AND OVER Part—HELP STAFF UNDERSTAND THEIR PART IN THE WORK

DATA Dig in 80-85% “Rule” Have 80% of your students met benchmark? Can’t intervene your way out of a weak core. Manpower and time are two of the biggest concerns/complaints out of ELI We have to better utilize our universal tier

Building Leadership Team Create one (if not already in place) Listen Next Steps Ask about strengths and concerns Input for next steps Instructional Coach?

Richard Allington’s “What I’ve Learned About Reading Instruction” UNIVERSAL TIER Iowa Reading Research Center “Survey: Lack of Consistency in Literacy Education” Richard Allington’s “What I’ve Learned About Reading Instruction” Staff activity—grade levels rate themselves as beginning, developing or secure Consider the 5 (or 6) areas of core instruction PRIORITZE 1-2 OF THE T’s MOST IN NEED OF ATTENTION OR IMPROVEMENT

60-90 PROTECTED ACTIVITIES HANDOUT—CLASSROOM WALKTHROUGH FORM TIME TIME: Everybody knows 90-120 minutes— BUT HOW PROTECTED IS IT? LATE STARTS, ASSEMBLIES, PULL OUT, ETC. ARE ALL ACTIVITIES REALLY READING INSTRUCTION? PEERS, INSTRUCTIONAL COACES & LEADERS CAN USE WALK THROUGH FORM—SOURCE EARLY LITERACY LEADERSHIP COURSE (GWAEA) 60-90 PROTECTED ACTIVITIES HANDOUT—CLASSROOM WALKTHROUGH FORM

IOWA CORE RESEARCH BASED APPROPRIATENESS TEXT (MATERIALS) IOWA CORE RESEARCH BASED APPROPRIATENESS BOOKS THEY CAN SUCCESSFULLY READ—A TON OF THEM RESEARCH BASED ALLIGNMENT TO IOWA CORE—COULD BE IT’S OWN CATEGORY (see next slide)

WHAT NOT TO SKIP… Information text lessons Lessons that ask students to respond with text dependent questions Lessons that contain complex text (too hard) Lessons that contain foundational skills (unless entire class is proficient Lessons on writing arguments. Provide text examples. Explain cause/effect or persuade

TEACHING (TALK & TASKS) EXPLICIT INSTRUCTION TIME AUDITS (SELF OR OBSERVER) HANDOUTS—CLASSROOM WALKTHROUGH FORM ACTIVE INSTRUCTION MODELED THINKING EXPLICIT DEMONSTRATION STUDENT TRANSFER OF STRATEGIES MUCH MORE STUDENT TALK/DO ARE ALL TASKS REALLY READING INSTRUCTION? CAN IMPLEMENT WHOLE CLASS INTERVENTION—GOOD QUALITY TEACHING

TEST (FORMATIVE ASSESSMENT) ASSESSMENT FOR LEARNING CONSISTENT GRADE LEVEL TOOLS GRADE LEVEL EXPECTATIONS/GOALS SUCCESS CRITERIA CRITERIA FOR EXIT/ENTRY SUPPORTS—NOT NUMBERS BUT WHAT THE STUDENT CAN DO Is this data used to inform instruction?

COLLABORATION What is it we want our students to learn? How will we know if they are learning? How will we respond when students do not learn? How will we enrich/extend the learning for proficient students? SOURCE: SOLUTION TREE PLC PLC—DATA TEAM STRUCTURE We couldn’t have done it without this REGULAR ROUTINE PD TIME PROTECTED RESEARCH BASED PD OPPORTUNITIES

INVESTIGATING EFFECTIVENESS HIGHEST RETURN ON INVESTMENT (ROI) INTERVENTION INVESTIGATING EFFECTIVENESS HIGHEST RETURN ON INVESTMENT (ROI) 80%+ MEETING BENCHMARK ~OR~ WANT/NEED TO WORK TO IMPROVE BOTH CORE AND INTERVENTION Again, you can bite off just a few to get started Start with the data: 4 data point “rule”—adjust intervention is student has 4 data points above or below Common knowledge in special education but might not be common knowledge for general education teachers

What is the Effectiveness of Our Current Interventions What is the Effectiveness of Our Current Interventions?   Determine the percent of learners who meet or exceed the screening cut scores for each intervention utilized.   Intervention Name Grade Level(s) Used # Students Participating % Students Meeting Benchmark Target % Students Meeting Benchmark # Students Closing the Gap But Not Meeting Target (Optional)                                                                         SOURCE: EARLY LITERACY LEADERSHIP COURSE (GWAEA)

Resources Iowa Tier Knowledge Base ? IA Department of Education-ELI AEA Literacy Consultants C4K Training Cadre Jess Burger jburger@west-branch.k12.ia.us