Instructional Leadership and Reading First Component 3-Part B Sara Ticer, Principal, Prairie Mountain School District Support for Instructional Leadership & Professional Development in Reading First Component 3-Part C Carl Cole, Special Services Director, Bethel School District

District Profile Student Enrollment: 5,310 SES: 42% Low Income  (Range 24%-74%) Percent in Title: 18% (eligible schools) Special Education: 15%

Distinctive Features High Student Mobility Low Income Housing and Transient Hotels Fast Growing Area: 5% Yearly Growth

Why a Districtwide Reading Program? Special Education Referral Rates

Status of Reading Program No Districtwide Reading Curriculum Reading Program Site Based Developmentally Appropriate Kindergarten (DAP) Multiple Reading Textbooks

Steps in Developing K-3 Reading Program IDEA – Institute for the Development of Educational Achievement: University of Oregon College of Education.  Edward Kame’enui  Deborah Simmons K-3 Reading Committee ACCEL-S: Accelerating Children’s Competence in Early Reading & Literacy - Schoolwide

The Evolution of Our Reading Project…Year 1 Defined Reading Priorities / Curriculum Map for K-3 Project Began in Kindergarten Collected Data Designed an Action Plan Identified core curriculum Specified interventions, organization of instruction, delivery models Coordinated and aligned with Title, ESL, and Special Education services Made Reading a Priority! Provided additional instruction and learning opportunities to students in deficit and strategic range Increased instruction time in the regular reading program

The Evolution of Our Reading Project…Year 2 Full Implementation in Kindergarten/Extended Kindergarten Program Project Moved to Grade One Collected Data Designed an Action Plan Identified core curriculum Specified interventions, organization of instruction, delivery models Coordinated and aligned with Title, ESL, and Special Education services Collected data on a regular basis Made Reading a Priority! Provided additional instruction and learning opportunities to students in deficit and strategic range Increased instruction time in the regular reading program Year 3Project Moved to Second Grade Intervention Options / Opportunities for Reading Instruction K- 2

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Schoolwide Reading Support

Reading First Leadership Assessment System & Reporting Instructional Leadership Professional Development

District Assessments Selection of Measures – DIBELS Setting Benchmarks Displaying and Reporting Data

Bethel Reading Project Goals

Grade 2 Oral Reading Fluency Historical

Grade 3 Oral Reading Fluency % (n=252) Proficient Readers 34% (n=140) Intermediate Readers 6% (n=24) Low-Fluency Readers

Grade 3 Oral Reading Fluency Historical

Teacher Class List

Percent of Students Passing Oregon's 3rd Grade Reading Benchmark

Progress Monitoring Graph Grade 1

Second Grade ORF

Third Grade ORF

Instructional Planning Administrative Leadership Reading Committee Vision Instructional Priorities

Administrative Leadership Understanding necessary components of a school-wide reading program Fiscal Management Hiring Practices Instructional Leadership Making sure the other six elements happen Establishing a Reading Committee Selection of materials (SBRR) Assessments

Establishing a Reading Committee Membership  Principal  Regular Education Teachers  Special Education Teachers  Title Teacher  ELL Teacher

Establish a Shared Vision Around a Need for Change … Student performance data Information on scientific research-based reading programs and strategies Dialogue and school-wide goal setting Teacher performance goals and professional development have a reading focus.

Establish Instructional Priorities By… Developing a school-wide instructional schedule that clearly identifies reading as a priority. Allocating staff resources for reading instruction. Having expectations for the amount of instructional time spent on reading at each grade level.

Establish a Commitment to Effective Reading Instruction Implementation By… Developing instructional plans for all levels of learners based on performance data. Identifying the types of interventions and program materials used with specific student populations. Reviewing assessment data on a periodic basis in order to make appropriate instructional adjustments. Collaborating within teams of teachers who work together to talk about instruction, groupings, data, and needed adjustments.

INSTRUCTIONAL ACTION PLAN FOR LEARNERS: AT INTENSIVE LEVEL

INSTRUCTIONAL ACTION PLAN FOR LEARNERS: AT STRATEGIC LEVEL

INSTRUCTIONAL ACTION PLAN FOR LEARNERS: AT BENCHMARK LEVEL

Differentiated Instruction, Grouping, and Scheduling that Optimizes Learning

Kindergarten Term DIBELS Benchmark Scores Instructional Placement Evaluation Supplemental Instructional Program Delivery of Supplemental Program Frequency of Progress Monitoring Determining Instructional Effectiveness FallOnRF: < 10 Optimize PT (see guidelines to determine entry point) Optimize Who: Where:  Extended K  Classroom  Title I  Sped 30 minutes M-F  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) WinterPSF: <10 Optimize PT (see guidelines to determine entry point) Optimize Who: Where:  Extended K  Classroom  Title I  Sped 30 minutes M-F  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) SpringPSF: <20 Optimize PT (see guidelines to determine entry point) Optimize Who: Where:  Extended K  Classroom  Title I  Sped 30 minutes M-F  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) Students producing less than 35 on PSF and less than 20 on NWF in May of Kindergarten should attend summer school.

1st Grade Term DIBELS Benchmark Scores Instructional Placement Evaluation Supplemental Instructional Program Delivery of Supplemental Program Frequency of Progress Monitoring Determining Instructional Effectiveness Fall PSF: < 20Optimize PTOptimize Who: Where:  Classroom  Title  Sped When:  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) PSF: Read Well & Write Well PT Read Well & Write Well Winter PSF: < 35; NWF: < 10 Optimize PT Read/Write Well PT Optimize or Read/Well Who: Where:  Classroom  Title  Sped When:  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) PSF: >35; NWF: < 40 Read/Write Well PT Read Well & Write Well NWF: >40; ORF: <12 Read/Write Well PT Read Naturally PT Read/Write Well & / or Read Naturally Spring PSF: < 35; NWF: < 10 Optimize PT Read/Write Well PT Optimize or Read/Well Who: Where:  Classroom  Title  Sped When:  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) PSF: >35; NWF: < 40 Read/Write Well PT Read Well & Write Well NWF: >40; ORF: <12 Read/Write Well PT Read Naturally PT Read/Write Well & / or Read Naturally NWF: >40; ORF: <30 Read Naturally PT Open Court PT Read Naturally & / or Open Court Students reading less than 30 on ORF in the Spring of First grade should attend summer school.

2nd Grade Term DIBELS Benchmark Scores Instructional Placement Evaluation Supplemental Instructional Program Delivery of Supplemental Program Frequency of Progress Monitoring Determining Instructional Effectiveness Fall ORF: < 20 -Determine skills on PA/AU Read Well & Write Well PT Read Well & Write Well Who: Where:  Classroom  Title  Sped When:  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) ORF: Read/Write Well PT & / or Read Naturally Read/Write Well & / or Read Naturally Winter ORF: < 40 Read/Write Well PT & / or Read Naturally PT Read/Write Well & / or Read Naturally Who: Where:  Classroom  Title  Sped When:  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) ORF: Read/Write Well PT & / or Read Naturally PT & / or Open Court PT Read/Write Well PT & / or Read Naturally PT & / or Open Court PT Spring ORF: < 50 Read/Write Well PT & / or Read Naturally PT & / or Open Court PT Read/Write Well PT & / or Read Naturally PT & / or Open Court PT Who: Where:  Classroom  Title  Sped When:  2 x Month  Monthly 3 points above goal line, continue program 3 points below goal line, evaluate program (see form) ORF: Read Naturally PT & / or Open Court PT Read Naturally & / or Open Court Students reading less than 60 on ORF in the Spring of Second Grade should attend summer school.

Kindergarten Instructional Time: 135 minutes of daily instructional time Instructional ActivityMondayTuesdayWednesdayThursdayFridayMinimum Daily Time Reading : 60 minutes per day xxxxx 60 mins Math : 30 minutes per day xxxxx 30 mins Activity Block : art, music, or other activities. 45 mins

Grade 1-3 Instructional Time: 305 minutes of daily instructional time Instructional ActivityMondayTuesdayWednesdayThursdayFridayMinimum Daily Time Reading : 90 minutes or program recommendation daily xxxxx 90 mins Writing & Spelling : 30 minutes daily xxxxx 30 mins Math : 60 minutes or program recommendation daily xxxxx 60 mins Music or PE : 30 minutes daily: example to the right MusicPEMusicPEMusic 30 mins Activity Block : 45 minutes – one activity per day: Health/Social Skills, Science, Social Studies, or Art: example to the right Health or Socia l Skills ScienceArtSocial Studi es Optional time 45 mins Un-allotted time : 50 minutes which can be used for 2 nd dose of reading, transitions or additions to other instructional areas. 50 mins

Staff Development Building Capacity – develop a trainer of trainers model New teachers to the district or new to a grade level are trained prior to teaching the reading curriculum DIBELS and Assessment training 3 times per year prior to assessment dates to ensure reliability

Establish a Staff Development Model By… Scheduling regular meetings to review data, update instructional plans and reflect upon practices. Providing training on new program materials, program revisions, and effective strategies for all teaching staff. Providing training support for new teachers and assistants. Identifying teacher leaders who can serve as mentors and/or coaches. Supporting teachers in setting performance goals and participating in professional development on reading.

District Resource Allocation Regular Education, Title I and Special Education are a spectrum of inter-related instructional opportunities. Extended Kindergarten Program. Summer School for intensive and possibly strategic students to build skills and prevent loss of skill over the summer

Intensive Students & Summer School Goal: 35 Spring of Kindergarten

New vs Continuing Students Grade 1 Goal: Word per Minute

New vs Continuing Students

Some of the Benefits... Increased Literacy Skills for Young Students Focused Instruction Data-Based Decision Making Collaboration Among Staff and programs (Regular Education, Title I and SPED Well-Trained Paraprofessionals