A Tool To Support Implementation of the Oregon K-12 Diploma Suggestions for District Level Support A Tool To Support Implementation of the Oregon K-12 Diploma

Today’s Presenters Lori Smith Jerome Colonna Nancy Golden Scott Baker Director of Student Achievement, Bethel SD Assisted with development of the Oregon K-12 Literacy Framework Jerome Colonna Superintendent, Beaverton SD Member, Literacy Leadership State Steering Committee Nancy Golden Superintendent, Springfield SD Scott Baker Center on Teaching and Learning, University of Oregon Carrie Thomas Beck

What is the state’s role in supporting the Oregon Literacy Framework? A special introduction by Susan Castillo, State Superintendent of Public Instruction

What Purposes Are Served by State Literacy Plans? A state literacy plan can: • address a high priority goal or problem • make sense of multiple policies/laws/regulations that address a common topic • summarize the knowledge and beliefs that should inform educational practices • set forth a framework to organize efforts at all levels • present an action plan and appropriate timeline for achieving literacy goals from Here’s How: State Sustainability Strategies, State Literacy Plans by RMC Research Corporation, 2009

What is the State’s Role? In partnership with the Literacy Leadership State Steering Committee (LLSSC), the State has provided The Oregon K-12 Framework to support districts and schools as they work to improve the Essential Skill of Reading K-12. The State will prepare an action plan and timeline for achieving reading goals as described in the State component of the Oregon K-12 Literacy Plan.

A Well Coordinated Effort It is the three levels working in concert—school, district, and state—that creates the conditions necessary for effective reading instruction to take place in every Oregon classroom so that all students are able to develop the reading skills they need to succeed in public school and beyond.

The Oregon Literacy Framework …a blueprint of what schools in Oregon can do to help students develop the Essential Skill of Reading. Developed by the Literacy Leadership State Steering Committee (LLSSC) in cooperation with the Oregon Department of Education.

Presentation Goals Provide an overview of: 1 Presentation Goals Provide an overview of: 1. The three levels of the Oregon Literacy Framework 2. The six chapters of the Oregon Literacy Framework 3. What support might look like at the district level 1 2 District support for the implementation of the Oregon Literacy Framework 3

What is the Oregon Literacy Framework? A tool to support the Oregon K-12 diploma project A roadmap for how to improve literacy outcomes for students in K-12 through the coordinated efforts of the State of Oregon, Oregon districts and Oregon schools

What is the Oregon Literacy Framework? A framework from which to guide practices within all literacy initiatives in the State of Oregon Superintendent’s Summer Institute EBISS Reading First Outreach Oregon Literacy Initiative Scaling Up Evidence Based Practices Response to Intervention LLSSC

Why was the Oregon Literacy Framework developed? To support implementation of the Oregon Diploma. Specifically, the Oregon K-12 Literacy Framework supports development of the Essential Skill of Reading. The Oregon K-12 Literacy Framework is designed to facilitate collaboration and align improvement efforts across school, district and state levels. The Oregon Department of Education believes our public schools are doing a good job educating Oregon students, but that they can and must do a better job. The foundation for this improvement is increasing literacy outcomes for all students throughout K-12.

Why was the Oregon Literacy Framework developed? Concerns from data: OAKS Results 10th Grade OAKS data-- about 35% of students read below grade level. This means that 35% of 10th graders do not have the fundamental reading skills necessary to read grade level textbooks with proficiency. among African American students, 59% are not reading at grade level, and among Hispanic students, 52% are not at grade level. overall only 17% of Oregon’s 10th grade students and far fewer African American and Hispanic students exceed Oregon standards.

Why was the Oregon Literacy Framework created? Concerns from data: NAEP Results Oregon 4th graders: 38% of Oregon 4th graders do not have basic reading skills this is one of the highest rates in the country. 54% of FRL students, do not have basic 4th grade reading skills. This percentage is more than double the percentage of students who are not eligible for free or reduced lunch prices (25%). Oregon 8th graders: 23% of Oregon 8th grade students don’t have basic reading skills Among Oregon African American and Hispanic students specifically, this percentage nearly doubles to 43% and 47%. In other words: Nearly 1 of every 2 African American and Hispanic Oregon students does not have the basic 8th grade reading skills

What are the components of the Oregon Literacy Framework?

Professional Development Student Reading Goals Commitment Assessment School Level Support Professional Development Instruction Leadership

Framework Documents School strategies document--one chapter for each element of the framework, addressing strategies for grades K-3 and 4-12 Executive Summary School-Level Self Assessment District support strategies document State support strategies document

Endnotes, appearing at the end of each chapter, are used to provide additional web resources, tools, and supporting documents. Endnotes are denoted by a computer icon  in the chapter with a roman numeral that indicates the specific endnote reference.

Principal Investigator, Scaling Up Project “Current systems support current practices, which yield current outcomes. Revised systems are needed to support new practices to generate improved outcomes.” Dean Fixen Principal Investigator, Scaling Up Project Center for State Implementation and Scaling-Up of Evidence-Based Practices (SISEP)

Video Goals Assessment Instruction Leadership Professional Development Commitment 23

School Literacy Leadership Teams Team Charge Be the guiding/driving force for Bethel’s Systems Approach to improving literacy achievement for all the students your school serves. 24

School Literacy Leadership Teams Purpose Team with the Principal to be the Literacy Instructional Leaders: Analyze school-wide literacy data Ensure coordination of literacy programs and materials within and between grades Develop a Literacy Action Plan with the staff Determine professional development needs Align Title I, Special Education, and ELD services Build capacity to meet the literacy needs of all students in the school 25 25

School Literacy Leadership Team Team Member Responsibilities Be the Literacy Instructional Leaders for the School: Become experts in literacy curriculum, assessments, and instruction Be the keepers of the school and district literacy goals for your building Attend district literacy leadership team meetings Regularly participate in building-level literacy leadership team meetings 26

Implementation Stages K-12 Reading 2008 LLT’s K-12 Gr. 6-8 Reading (2001) Gr. 9 Ext English (2005) Sustainability Innovation 1998 K-1 1999 2-3 Full Operation 1997 K-1 1998 2-3 Initial Implementation 1997 K-3 Program Installation Exploration & Adoption 27 27

What Is The District’s Role In Using The Literacy Framework? Establish district goals for reading attainment that are: Specific, observable, measurable Adopted by School Board Communicated throughout community

The District’s Role Plans Data Align school plans with district plan annually Data District reviews district and school data more than once annually District provides recognition & support for schools making progress District creates a district-wide “data culture”

The District’s Role Assessment Create a pool of resident trainers to teach staff to collect and use data, instruct new staff members, & conduct reliability checks Select measures to use along with OAKS, both formative & summative Develop a district reading assessment plan used every grade, every school Use a district database to collect & provide immediate access to school reading data

Assist principals to be strong instructional leaders by assuring that: The District’s Role Instruction Assist principals to be strong instructional leaders by assuring that: • They schedule enough literacy instruction time—and ensure the time is used effectively They conduct walk-throughs to monitor use of adopted programs They monitor placement in reading programs following a protocol They monitor teacher team meetings on literacy

The District’s Role Instruction: Interventions Instructional Materials Provide after school or summer school for struggling readers Provide intensive intervention for students reading 2 or more levels below grade Select scientifically based core reading programs & a menu of supplemental programs for struggling readers that are aligned with the core Teach teachers to use adopted materials

Professional Development The District’s Role Budget Professional Development Match budget choices to literacy priorities Use literacy coaches if possible To improve student literacy, deliver on-going, job-embedded PD focused on literacy via coaching, teacher collaboration, peer coaching & observation, etc.

The District’s Role Resources See Guiding Questions for District Support Planning** **At the end of the Framework Sources** Many documents: (i.e., Maintaining Fidelity of implementation with Walk-throughs)

A Tool To Support Implementation of the Oregon K-12 Diploma Suggestions for District Level Support A Tool To Support Implementation of the Oregon K-12 Diploma