1. 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 DATA, DELAY STATUS DATA, “OFF” DATA
Not just working harder but smarter

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

3. 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 &
Student management system interaction

4. 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

5. 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

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

7. 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

8. 60-90 PROTECTED ACTIVITIES HANDOUT—CLASSROOM WALKTHROUGH FORM
TIME
TIME: Everybody knows 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

9. 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)

10. 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

11. 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

12. 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?

13. 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

14. 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

15. 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)

16. Resources Iowa Tier Knowledge Base ? IA Department of Education-ELI
AEA Literacy Consultants
C4K Training Cadre
Jess Burger