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

2 Today’s presenters Lori Smith –Director of Student Achievement, Bethel SD –Helped develop the Oregon K-12 Literacy Framework Pat Evenson-Brady –Superintendent, Hood River County SD –Member, Literacy Leadership State Steering Committee Julie Anderson –Educational Specialist, English/Language Arts, ODE Stan Paine –Center on Teaching & Learning, University of Oregon

3 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.

4 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 District support for the implementation of the Oregon Literacy Framework

5 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

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

7 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.

8 OAKS ResultsConcerns from data: OAKS Results 10th Grade OAKS data-- –about 35% of students read below grade level. This means that 35% of 10 th 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 developed?

9 NAEP ResultsConcerns from data: NAEP Results Oregon 4th graders: –38% of Oregon 4 th graders do not have basic reading skill s this is one of the highest rates in the country. –54% of FRL students, do not have basic 4 th 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 Why was the Oregon Literacy Framework created?

10 What are the components of the Oregon Literacy Framework?

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

12 Framework documents School strategies document--one chapter for each element of the framework, addressing strategies for grades K-3 and 4-12 Executive summary District support strategies document State support strategies document

13 “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)

14 SUPPORTS PRACTICES DATA Supports for Effective Implementation Data for Decision Making Practices for Student Success OUTCOMES Adapted From: Horner & Sugai Assessment Goals Commitment Instruction Leadership Professional Development

15 Video Goals Assessment Instruction Leadership Professional Development Commitment

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

17 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 17 School Literacy Leadership Teams Purpose

18 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 School Literacy Leadership Team Team Member Responsibilities

19 Implementation Stages K-12 Reading Exploration & Adoption Program Installation Full Operation Initial Implementation Innovation Sustainability 1997 K K K Gr. 6-8 Reading ( 2001) Gr. 9 Ext English (2005) 2001 K LLT’s K-12

20 Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixen, Blase, Horner & Sugai (2009, February), Readiness for Change, Scaling Up Brief #3. Chapel Hill: The University of North Carolina, FPG, SISEP.

21 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

22 The District’s Role Plans 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”

23 Develop a district reading assessment plan used every grade, every school Use a district database to collect & provide immediate access to school reading data 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 The District’s Role Assessment

24 Assist principals to be strong instructional leaders by assuring that They schedule enough literacy instruction time—at least 90 minutes daily K-3 They do 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

25 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 The District’s Role Instruction: Interventions Instructional Materials

26 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 BudgetProfessional Development

27 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) The District’s Role Resources

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