Becoming Data Leaders © Jo Robinson

A leader is someone you will follow to a place you wouldn’t go by yourself. Joel Barker

Principal Leadership Responsibilities Correlated with Leading Second Order Change Flexibility Ideals and Beliefs Intellectual Stimulation Knowledge of curriculum, instruction and assessment Optimizer Leading Schools: Distinguishing the Essential from the Important MCREL 2004

Principal Leadership Responsibilities Negatively Associated with Second Order Change Communication Culture Input Order May decrease so that other responsibilities may increase May be done by others not principal

Take the lead. Say, “This is what I want to see when I visit classrooms.” Follow up with mailbox notes about expectations to remind teachers i.e., a list of student engagement strategies sample graphic organizers After brief trainings by the coach at staff meetings or day long trainings by other experts stand up and say “I want to see the whole staff working on this during the week.” While watching a demo with the teacher say “I want to see the whole staff working on this during the week.”

Best principal question at all meetings: What will bring more students to level in reading?

Best principal statement in private: “I want to see……”

Gentle pressure relentlessly applied Vickie Phillips, Portland Public Schools

Greatest Achievement Benefits When Principals Set non-negotiable goals for achievement and instruction Set specific targets for all grades Expect research-based instructional strategies in all classrooms 2. Continually monitor school progress toward achievement and instruction goals and keep them a driving force behind school actions 3. Insure that time, money, personnel, and materials are allocated to accomplish achievement and instructional goals to the point of cutting back or dropping initiatives that are not aligned with achievement and instruction goals

Little benefit from: Benefit from: Allowing site-based latitude to determine objectives Benefit from: Allowing some discretion in how to meet district objectives “Defined autonomy” = within common understandings and research about good teaching

It’s not what you “expect” it’s what you “inspect,” that shows teachers what you really want.

Hold Monthly Data Meetings with Program and Benchmarking Data Principal/coach lead staff in analyzing data to design changes Teachers: Bring DIBELS data Bring weekly program data Bring concerns about strategic and intensive students Suggest related practice and program delivery ideas Together: Revisions are made in instruction/interventions Children are moved to correct groups Interventions are started

Hold Monthly Data Meetings MOST IMPORTANT RESULTS: Teachers and coaches give each other ideas to use and suggest changes in classroom instruction that increase achievement Adjustments in classroom instruction and grouping are made after the meeting because of data analysis Teachers actually start changes in instruction the next day Coaches find answers that team could not find

Data Analysis Discussion Questions for Monthly Grade Level Meetings Which students are below grade level, at grade level and above grade level in each skill? What clusters do you see in the data? What do these clusters tell you is needed in your classroom instruction? What group interventions will you use for students who are below level? Who will implement? When? Which students need individualized interventions and what will their interventions be? Which students appear to need out-of-class interventions? Who will implement? When? Which students are ready for accelerated instruction? Who will implement? When?

John Letter Naming Fluency 10 (<15 At Risk) yes None Add to Reading Data Analysis Worksheet for Grade Levels Grade Level K Data Analyzed: DIBELS Date 1-28 Grade level members and others present at this meeting: Mary Smith Susan Jones Maria Gonzales Mercedes Thomas Bev Snodgrass John Parish Our job: As a team we are responsible for all students to be at level by this June. List the names of students below grade level and list the area(s) that is below level. Discuss each child that is below level, one by one, bringing additional data. Discuss and determine changes needed in reading group placement or teacher to ensure that each child is receiving 90 minutes of appropriate level instruction. Look at the data for clusters of students that could be grouped for instruction. Discuss and determine changes needed in reading interventions above and beyond the 90 minutes of instruction to ensure that each child is receiving the appropriate intervention. (Which interventions can be provided in small groups? Look at the data for clusters of students that could be grouped for intervention. Which interventions must be one-on-one?) Decide and list which staff member will make sure the changes in reading group and intervention will happen. Decide when the team will meet again (within a month) to look at intervention results Date of next grade level team meeting February 7th . Distribute copies of this completed worksheet to every grade level teacher, your reading coach and your principal. Name Area(s) below level or with unsatisfactory progress 90 min at appropriate level of instruction (yes/no) Name current reading intervention List changes in group and/or Staff member responsible for changes John Letter Naming Fluency 10 (<15 At Risk) yes None Add to Mrs. Smith’s Letter group Reading Group Teacher Maria Nonsense Word Fluency 0 (<5 At Risk) Blending practice w/ small group15min/day use Elkonin boxes Homeroom Teacher © Jo Robinson ( Permission needed to duplicate)

Teachers bring to monthly data meeting: Weekly core program data Intervention program data Benchmarking data

Core and Intervention Program Data Sample Binder System Team has binders readily accessible to all members every day Group binders in designated spot in all rooms Outside color coded with list of all in group and teacher name Inside in pocket on card stock all assessment pages that student will read First sheet = group data sheet Divider for each student with Individual record sheet His 38 record sheets or weekly tests

Red Group James Jose Latona Tyrone Shonee Jamal

Analyze Program Data Monthly Provide help for weak passes Make plan for students not fitting in the group Outdistancing the group, bored Consistency falling down and gap getting bigger Consider needed interventions for other factors: absence, illness, behavior Adjust your group pacing in light of the data

Program Data Sheets for Groups

The moral of the data story is… If you keep doing what you’re doing, you’ll keep getting what you’re getting.

Kinds of Changes Made at Data Meetings Teacher targets: Core program delivery Intervention delivery 2. Principal targets 3. Coaching targets

Core Delivery Targets for teachers Do teachers need to make changes in how they deliver core programs in whole and small group?

YES

“Don’t Rock the Boat” Leaders Don’t Bring Change

Strong Leadership Statements Like: “Our data tells us that we need to make changes in how we deliver the core. Where should we start?”

Teacher as astute diagnostician Teacher as intense deliverer of core

More Intensity Means More explicit/direct instruction modeling practice with monitoring and feedback time

Losing Benchmarks? Increase Whole Group Intensity More explicit Make this weeks’ sounds, sight words, vocabulary visual when explicitly instructed and throughout the week Repeat initial instruction from TE throughout the week as needed More practice: Give more group and individual turns Increase engagement to 100%, use precision partner work Speed up transitions, moving from core section to section ASAP Start and end on time Repeat practice at times other than reading block Repeat practice during the week if skill not acquired More feedback Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading

Losing Benchmarks? Increase Small Group Intensity More practice: Cut out teacher talk, use rapid cuing Give more group and individual turns Increase engagement to 100% Speed up transitions, moving from group to group ASAP Start and end groups on time All groups meet EVERY day Benchmarks read decodable, at-level, above level, anthology selection orally EVERY week more than once in small group. Teacher created seat work/centers are ALWAYS practice directly connected to needed skills from the core. More feedback Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading

Sample Teacher Targets for Benchmarks from Data Meeting More Explicit: Post weekly vocabulary and review it daily More Practice: Get to EVERY group EVERY day for full time Use Precision Partner work to get 100% to answer comprehension questions Provide daily sight word practice Reduce teacher talk during small groups

Principal Targets Do principals need to make changes in how they state expectations and do walk-throughs?

Sample Principal Targets for Benchmarks from Data Meeting More Explicit: Publicly say “Lets all work on more rapid cuing.” Privately tell teacher X and teacher Y “I want to see less teacher talk and more rapid cuing at small groups in your room. More Practice: Announce that you will walk-through all rooms at the end of small group to see if all groups have read each day. Look for and praise during walk-thoughs: Less teacher talk More rapid cuing Daily sight word practice Precision partner work All groups reading every day During walk-throughs: Ask teachers to show you the extra daily sight word practice they created. During small groups use hand signal to indicate too much teacher talk during small groups. Privately ask coach to model Precision Partner work in rooms X, Y, and Z. Check to see that she did.

Targeted Walk-Throughs Walk through all rooms Spend more time in “Hot Spots” Reading block of grade levels losing benchmarks and strategics Is engagement 100% Are transitions fast? Are turns to read maximized? Are seat work/centers excellent practice for this week’s skills? Are seat work/centers completed accurately by all? Is correction procedure used consistently in oral reading? Small groups and interventions of grade levels not moving intensives Do groups meet for full time? Everyday? Start on time?

Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?

A coach is someone who tells you what you don’t want to hear, so that you can see what you don’t want to see, so that you can be what you’ve always wanted to be. Tom Landry Football Coach Dallas Cowboys

Sample Coaching Targets for Benchmarks from Data Meeting More Explicit: Help teacher X Post vocabulary and show her how to review it daily More Practice: Work with teacher Z for 3 days to show her how to get to EVERY group EVERY day for full time Demonstrate Precision Partner work to get 100% to answer comprehension questions at the next grade level meeting Make a week’s daily sight word practice and give to team Privately model Precision Partner work in rooms X, Y, and Z. Go back after modeling and notice them using it.

District Principal Coach

District Principal Coach

What grade levels are losing Benchmark kids at your school? Looking back at the handouts find and write: 2 targets that those teachers need ____________________________________ 2 targets that the principal needs 2 targets that the coach needs

“Don’t Rock the Boat” Leaders Don’t Bring Change

More Intensity Means More explicit/direct instruction modeling practice with monitoring and feedback time

Intervention Targets for Teachers Do teachers need to make changes in how they deliver intervention programs?

YES

Strong Leadership Statements Like: “Data tells us that we need to make changes in how we deliver intervention. Where should we start?”

Not Moving Intensives? Check Whole Group Placement Whole Group Correct Placement Look at correct level of difficulty of core Can they actually read the text? (anthology) Can they answer comprehension questions? Are they in two programs with different sound sequence, different vocabulary? Are they succeeding in both? Do they need an alternative core for reading block? Look at the intervention program placement Does it match their needs as shown in diagnostic assessments? Is delivery daily and intense? Do they need another more aggressive intervention?

Not Moving Intensives? Increase Small Group Intensity Check small group placement Are they in correct level text? Change placement More practice: Cut out teacher talk, use rapid cuing Give more group and individual turns with 100% engagement Speed up transitions, moving from group to group ASAP Intensive groups meet EVERY day, on time for full time Intensives read decodable, ELL book, below level, and at-level books orally EVERY week more up to 4 times in small group. Teacher created seat work/centers are ALWAYS differentiated and directly connected to needed skills from the core. Add a double dose later in the day Make sure all staff who work with intensives use the same cuing system, error correction and explicit visuals daily. Create communication system (Example: Courier Pouch) so that AM small group teacher communicates with PM small group teacher More feedback Consistent, (every time) rapid error correction of sounding out, sight words, phrasing, bumpy reading, oral language Add immediate correction of seatwork or center work

Sample Teacher Targets for Intensives from Data Meeting Correct Placement: Start new alternative core at correct level during whole group time with connected practice at intervention time More Practice: Small group: every student reads texts 4 times Use rapid cuing Communicate daily with double dose teacher Reduce teacher talk during small groups More Feedback: Correct all seatwork/center work immediately Use rapid error correction during oral reading

Principal Targets Do principals need to make changes in how they state expectations and do walk-throughs?

Sample Principal Targets for Intensives from Data Meeting Correct Placement Set date for start of new alternative core at correct level during whole group time. Walk-through on that date to see if started. More Practice: Small group: every student reads texts 4 times Look for and praise during walk-throughs: rapid cuing reduced teacher talk during small groups daily communication with double dose teacher During small groups use hand signal to indicate too much teacher talk during small groups. More Feedback: Correcting all seatwork/center work immediately Using rapid error correction during oral reading

Coaching Targets Do coaches need to make changes in how they demonstrate, coach in class and provide help?

Sample Coaching Targets for Intensives from Data Meeting Correct Placement: Individually test intensives in question to see if correctly placed. Tentatively regroup and share data with teachers Help teachers start new groups. More Practice: Small group: every student reads texts 4 times Demonstrate where needed: rapid cuing reduced teacher talk during small groups Set up daily communication with double dose teacher and watch it for 3 days to make sure it is happening More Feedback: Show teacher x how to correct all seatwork/center work immediately and how to use rapid error correction during oral reading

What grade levels are not moving Intensive kids at your school? Looking back at the handouts find and write: 2 targets that those teachers need ____________________________________ 2 targets that the principal needs 2 targets that the coach needs

Posting of Targets Have the targets on large chart paper as the team selects them at grade level meetings Email a PowerPoint of the targets to the each teacher and coach. Ask the teachers, coach to put the PowerPoint slides of grade level targets up in their rooms. Principal posts all grade level targets in her office.

Increase student automaticity in whole word reading Cohort B Goals Kindergarten: Increase student automaticity in whole word reading By the end of kindergarten, students will read VC and CVC words as whole units. © Jo Robinson ( Permission needed to duplicate)

Cohort B Goals First Grade: Provide targeted instruction, based on student need, to all strategic and intensive students

Project-level Action Plan Kindergarten Actions ORFC Assistance Increase percent of students established on NWF by end of KG (80%- 95%) Target automaticity in word reading (“say it the fast way”). November 15: ERI Blending Enhancements Webinar December 11: Kindergarten Teacher’s Session on small group instruction and behavior routines Use Instructional Focus format to target specific skill deficits and maximize differentiation. 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 October 16 (K/1) Read Aloud Session with Lana Santoro

Project-level Action Plan First Grade Actions ORFC Assistance 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) October 7: First Grade Teacher Session on small group instruction and behavior routines. Use Instructional Focus format to target specific skill deficits and maximize differentiation. RCs to provide data and Instruction support to coach and/or 1st grade-level team September 24: Establish pacing goals, track progress using new LPR system September 23: Horizons Intervention Training RC expert on intervention programs to provide support across schools

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

Kindergarten Goals for September- October Model segmenting and blending daily. Have students blend daily in small group and at centers. Use Elkonin boxes daily. Target sound and sight word automaticity. Have students read sight words daily in small group and centers. Use templates and personal lines of practice daily. Put 3 Big Dogs on the porch before every read-aloud. Return to those words every day. Use gestures and pictures to give meaning daily.

First Grade Goals for September-October Start intervention groups by the 5th day of school. Increase pacing in small group intervention and double dosing: Start groups on time and use the whole time Use rapid cuing Use rapid consistent error correction Increase correct turns reading Progress monitor intensives and use data monthly to adjust teaching Pre-teach 3 Big Dogs for each read-aloud and put them on the porch. Return to them daily.

Analyze Data Monthly Discuss the needs of every student who is not at grade level Compare program data to benchmark data for non-benchmark students Find out where data reflects work on targets. Refine targets. Group students with similar intervention needs Record decisions

Data Walls with Individual Student Data Show: Grade level and school at a glance Growth/loss from fall to winter to spring Uses: Core program placement decisions Regrouping decisions Intervention decisions Summer school decisions Placement in next year’s homerooms

After-School Data Meeting for Entire School

Adjustable Pocket Chart CD-5642 $27.99 www.carsondellosa.com

Grouping Walls

Organizing Reading Groups

First Grade Reading Group Organization

School District Data Wall

Do you need to make changes for individual students?

Sample Changes for Individual Students Attendance intervention by principal Schedule in-depth reading diagnosis Start reading intervention Start health interventions Move to another core group

Do you need to change the way your reading system is organized?

Reading System Change Examples Reorganize the delivery of core Examples: Walk to read Ensure 3 groups each day Ensure full 90 minutes is actually reading Increase core block beyond 90 minutes Make seat work and centers practice connected to core Get advanced training on core delivery Match intervention to need more carefully Administer reading diagnostics to pinpoint needs Purchase more intense interventions Get training on intervention delivery Reorganize the delivery of intervention Examples: Increase intervention time Create teacher parapro intervention delivery teams Ensure fast efficient intervention delivery Ensure monitoring of every child in intervention Select more intense intervention/ train in delivery

What do you need to change in your Reading Emergency Room?

Getting to 100% means getting to the bottom 20%!

Intervention is an intricate matching process. data intervention

More Intensity Means More explicit/direct instruction modeling practice with monitoring and feedback time

More Practice Practices needed to store concept: Average learner 4-14 times Everybody else 14-250 times Truly disabled 250-350 times Tina Peltier

Learn to read despite us Figure out the alphabetic system Can’t learn to read Come with the skills necessary to read Learn to read despite us Figure out the alphabetic system Depend on teacher’s delivery and research-based program 20-30% of the 60% hardest skill to acquire Tina Peltier

More Explicitness Is the program explicit enough? Of three interventions that were tested on children with phonological weaknesses, the most phonemically explicit one produced the strongest growth in word-reading ability. In fact, of the three interventions tested, only the most explicit intervention produced a reliable increase in the growth of word-reading ability over children who were not provided any special interventions. Torgesen, Wagner, Rashotte, Rose, et al., 1999

More Intensity in Vocabulary Instruction Further, explicit instruction also requires that the meanings of words be directly taught and be explicitly practiced so that they are accessible when children are reading text. (Beck, McKeown, and Kucan, 2002).

What is Intensive Intervention? offered as soon as it is clear the student is lagging behind in the development of skills or knowledge critical to reading growth must significantly increase the intensity of instruction and practice – and they should be available in a range of intensity must provide the opportunity for explicit (direct) and systematic instruction and practice along with cumulative review to insure mastery. must provide skillful instruction including good error correction procedures, along with many opportunities for immediate positive feedback and reward must be guided by, and responsive to, data on student progress must be motivating, engaging, and supportive—a positive atmosphere is essential. Joe Torgeson

Intervene Relentlessly

Four ways to deliver intense intervention During 90 Minutes only (Often in K and 1) Additional staff provides small group (3-5) intense instruction Well trained in intervention Daily Differentiated and targeted instruction Examples: Daily small group ERI in K Daily small group Road to the Code in K Daily small group REWARDS in 3rd Grade Joe Torgeson

2. Extra intervention block outside 90 minutes Provides more than 90 minutes of reading Small group (3-5) instruction instruction Well trained in intervention Daily Totally coordinated with 90 minute instruction Regular intervention team meetings where student progress and needs are discussed monthly best (minimum 4-5 times a year) Examples: Daily small group preteaching of core in K and 1 Daily small group ERI or Road to the Code in K Daily small group REWARDS in 3rd Grade Joe Torgeson

3. Intervention Classrooms for 90 minutes Daily, using comprehensive intervention core One or more intervention rooms per grade level Not more that 15 students total to allow rotating small group (3-5) instruction For students who are substantially below level Well trained in comprehensive intervention core This teacher’s moderate risk and at-levels are taught by other teachers Best if additional staff can assist in this room Examples: Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders Daily intervention classrooms in Read Well after Christmas for first graders struggling in the regular core Joe Torgeson

22 22 22 22 25 24 15 24

4. Intervention Classrooms for 90 minutes plus intervention block Daily, using comprehensive intervention core One or more intervention rooms per grade level Not more that 15 students total to allow rotating small group (3-5) instruction For students who are substantially below level Well trained in comprehensive intervention core This teacher’s moderate risk and at-levels are taught by other teachers Best if additional staff can assist in this room Best if intervention classroom teacher meets regularly with the intervention block teacher or is the same person Examples: Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders plus additional 30 minutes of the same program later in the day Jo Robinson

Master Schedule Using Modified Joplin Plan

Select staff to deliver intense interventions Select staff to deliver interventions. Consider these points: Eagerness and support for intervention Fast efficient delivery, fidelity to specific program Ability to monitor every child Parapro and teacher teams who work well together

“If you get good people on the front end, you spend less time working on deficiencies. Getting the right people is the best thing you can do. You can put $3 million of remedial materials in the school, and it won’t do any good if you don’t have the right people.” Inside the Black Box of High-Performing High Poverty Schools, Report from the Prichard Committee for Academic Excellence, Lexington KY 2/2005 8 elementary schools

Get the right people on the bus.

Will this decision bring more students to level in reading?

“Whatever it takes” attitude! Secrets of High Flying Schools Ed Leadership 5/4/05 (National Center for Ed Accountability Study 300 schools)

Clear, Specific Goals for Kids As the bedrock foundation: a penetrating, deep understanding of what it is children are to know and be able to do and how to connect it across grades. Secrets of High Flying Schools Ed Leadership 5/4/05 (National Center for Ed Accountability Study 300 schools)

Kindergarten Instruction Beginning of year Middle of Year End of Year Phonemic Awareness X Phonics Fluency Comprehension Listening Vocabulary Notes: These charts show a recommended minimum assessment schedule. Districts may assess more frequently or in more skill areas, but an assessment of phonemic awareness and vocabulary at the beginning and end of kindergarten and a measure of phonics at the end of kindergarten are suggested. © Jo Robinson ( Permission needed to duplicate)

First Grade Instruction Beginning of year Middle of Year End of Year Phonemic Awareness X Phonics Fluency Comprehension Listening Vocabulary Notes: In later grades, once children have foundation reading skills, the focus of assessment shifts to fluency and reading comprehension. © Jo Robinson ( Permission needed to duplicate)

Second Grade Instruction Beginning of year Middle of Year End of Year Phonemic Awareness Phonics Multi-syllabic and word structure Fluency X Comprehension Vocabulary Notes: For most children, assessment of phonemic awareness and phonics skills is less important in later grades. © Jo Robinson ( Permission needed to duplicate)

Third Grade Instruction Beginning of year Middle of Year End of Year Phonemic Awareness Phonics Multi-syllabic and word structure Fluency X Comprehension Vocabulary Notes: © Jo Robinson ( Permission needed to duplicate)

Progression of Reading Skill Acquisition for At-Level Learners Beginning of year Middle of Year End of Year Phonemic Awareness X Phonics CVC (cat) Fluency Compre- hension Listening Vocabulary Beginning of year Middle of Year End of Year Phonemic Awareness X Phonics CVC (cat) CVCE (bike) CCVVC (treat) Au,igh,oy, oi, ea, ee,ow, oo,oa, Fluency 60 wpm Comprehension Listening Vocabulary Beginning of year Middle of Year End of Year Phonemic Awareness Phonics Multi-syllabic word structure Multi-syllabic and word structure Fluency X 95 wpm (2nd) Comprehension Vocabulary Kindergarten 1st Grade 2nd and 3rd Grade