1. 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

2. 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

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

4. 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

5. 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.

6. 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.

7. 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.

8. 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

9. 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

10. 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

11. 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.

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.

13. 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

14. What are the components of the Oregon Literacy Framework?

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

16. 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

21. 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.

22. 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)

23. Video Goals Assessment Instruction Leadership Professional Development
Commitment 23

24. 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

25. 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

26. 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

27. 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
Full Operation
1997 K-1
Initial Implementation
1997
K-3
Program Installation
Exploration & Adoption 27 27

28. 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

29. 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”

30. 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

31. 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

32. 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

33. 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.

34. 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)

35. 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