1. 2003 1 Reading First Professional Development: Purposes and Plan Oregon Reading First Content Prepared By Deborah Simmons College of Education University of Oregon

2. 2003 2 Contributors and Acknowledgments  Edward J. Kame’enui  Roland Good  David Chard  Scott Baker  Sharon Vaughn  The Institute for the Development of Educational Achievement, College of Education, University of Oregon  Katie Tate  U.S. Department of Education

3. 2003 3 Purpose of Reading First (1) “To provide assistance to State educational agencies and local educational agencies in establishing reading programs for students in kindergarten through grade 3 that are based on scientifically-based reading research to ensure that every student can read at grade level or above not later than the end of grade 3.”  NCLB, 2001, Part B, Sec. 1201.

4. 2003 4 (2) “To provide assistance to State educational agencies and local educational agencies in preparing teachers, including special education teachers, through professional development and other support, so the teachers can identify specific reading barriers facing their students and so the teachers have the tools to effectively help their students learn to read.”  NCLB, 2001, Part B, Sec. 1201. Purpose of Reading First

5. All children will read at grade level or above by the end of grade 3.

6. “ Professional development is the set of knowledge and skill building activities that raise the capacity of teachers and administrators... to engage in the improvement of practice and performance.” -Elmore, 2002, p. 13 Elmore, R. F. (2002). Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education.

7. 2003 7 Goal of Professional Development The goal of professional development is to invest in the knowledge and skills of educators to increase the quality of the educational experience and the performance of all students (Elmore, 2002). The connection between professional development and improved instruction and student performance lacks strong empirical footing but there is broad consensus on the critical elements.

8. 2003 8 A Roadmap: Professional Development for What Purposes

9. 2003 9 Element #1: Knowledge of Critical Content and Student Learning Goals  Clear reading and literacy goals and expectations for each grade  Conceptual and working understanding of the big ideas in beginning reading  Reliance on research to determine what to teach and when to teach it  Curriculum-based 180-day pacing maps for each grade A Set of Strategic, Research-Based, and Measurable Goals and Working Understanding of Big Ideas to Guide Instruction and Learning

10. 2003 10 What should children be able to do in spring of k, 1, 2, and 3? and What do teachers need to know and be able to do to get them there?

11. 2003 11 #1. Phonemic Awareness: #1. Phonemic Awareness: The ability to hear and manipulate sound in words #2.Alphabetic Principle: #2.Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words #3.Accuracy and Fluency with Connected Text: #3.Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic reading) and connected text #4.Vocabulary Development: #4.Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning #5. Comprehension: #5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning Big Ideas in Beginning Reading

12. 2003 12 Conceptual and Practice-Based Preparation  Educators must have a working understanding of the importance of the big ideas.  Teacher understanding plays a critical role in the implementation of practice.  There is a growing sense of the importance of integrating conceptual and practice knowledge (Gersten, Chard, & Baker, 2000).

13. 2003 13 So What Needs To Be Done To Achieve This? Implications for HQPD?  What professional development sessions and structures need to be in place to communicate the big ideas and student learning goals?  How is your current Reading First PD planning to address the role of standards and evidence?

14. 2003 14 Element #2: Knowledge of How To Assess and Evaluate Student Learning  Requirement of Reading First  Aligned with State and District assessments to avoid “propping” on, fragmenting, and asking more  District and schoolwide assessment system established and maintained to enter and report findings  Student performance monitored more frequently for each child who is at risk of reading difficulty  Data used to make timely instructional adjustments  Commonly understood and used by teachers A Valid and Reliable Assessment System To Actively Monitor Progress in the Early Grades

15. 2003 15 Professional Development Should Provide Opportunity To Focus on Student Learning  Data help educators understand the realities of student performance.  Data help us answer the question: So how are we doing and what do we do next?  The practice of studying student work and performance is one of the most promising professional development strategies in recent years (Richardson & Placier, 2002). Richardson, V. & Placier, P. (2002) Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (Fourth Edition). Washington, DC:American Educational Research Association.

16. 2003 16 Data-Based Decisions  So, how are we doing? u Did we do better this year than last year? u Is our core curriculum and instruction working for most students?  How do we match instructional resources to educational needs? u Which children need additional resources to be successful? u Which children need which skills?  How well is intervention/instruction working? u Is instruction working for some groups but not others? u Is intervention effective?

17. 79% (n=869) Skilled, Fluent Readers 18% (n=193) Intermediate Readers 4% (n=40) Low-Fluency Readers Oral Reading Fluency Cohort 1: Spring of Second Grade

18. 2003 18 Professional Development for the Purposes of Assessment  Screen  Screen students who need additional instructional support  Diagnose  Diagnose students’ instructional needs  Monitor  Monitor progress of students over time  Evaluate outcomes  Evaluate outcomes at key points in time

19. 2003 19 Conceptual and Practice-Based Preparation  HQPD must develop a working understanding of the measures and how they align with critical elements of reading development.  For example: Why is a measure of phonemic segmentation important? What does a measure of nonsense word reading tell us about later reading ability? What is the relation of oral reading fluency and comprehension?  HQPD must develop a working understanding of how to interpret results and make instructional decisions.

20. 2003 20 So What Needs to Be Done To Achieve HQPD in Assessment?  Provide comprehensive and standardized opportunities for all responsible for student learning to study and practice measures of reading achievement.  Schedule time immediately after data collection for all responsible to review student performance and develop a plan of action.  Schedule professional development time routinely to review progress monitoring information and make instructional adjustments.  Build in structures (planning meetings, usable reports) from the outset that allow easy and immediate access to student performance data.

21. 2003 21 HQPD Planning and Follow-Up  Which professional development sessions and structures need to be in place to prepare educators to learn, understand, administer, and interpret assessment tools?  How will your current Reading First PD address this?

22. 2003 22 Element #3: Knowledge of How To Evaluate Evidence-Based Curriculum Materials  A core (comprehensive) instructional program of validated efficacy adopted and implemented school wide  Programs and materials that teach enough of the critical elements  Selection of research-based supplemental and intervention programs  Programs implemented with high fidelity Adoption and Implementation of Research-Based Reading Programs that Support the Full Range of Learners

23. 2003 23 Comprehensive - 80% Intervention - 5% Supplemental - 15% Instructional Needs You Might Expect in Schools

24. 2003 24 Reading Program Evaluation: Knowing When To Select a New Program not  If the present reading program in a district or school is not successful with a large number of students, consider: u selecting a new comprehensive reading program u modifying existing program (most difficult!) u checking implementation before doing instructional overhaul!

25. 2003 25 Professional Development Must Teach Consumers How To Evaluate the Sufficiency of Programs 25 Comprehensive (Core) Reading Programs Supplemental Reading Programs Intervention Reading Programs

26. 2003 26 Program Selection Critical HQPD Questions  Who will evaluate comprehensive, supplemental, and intervention programs?  How will this information be shared with districts and schools?  What level of assistance will be provided to individual districts or schools to interpret evaluation instrument and select a program that fits their school?  What schedule will be used: comprehensive first then supplemental and intervention?  Who will work with schools to determine what combinations of these programs work effectively?

27. 2003 27 What Needs To Be Done To Achieve HQPD in Program Selection?  Determine who will choose the core program  Specify policy for selection of supplemental and intervention materials  Structure preview and in-depth sessions for all members responsible for selecting programs and materials  Schedule opportunities to see the program in action  Schedule opportunities to inform users of the selection outcome and rationale

28. 2003 28 PD Planning and Follow-Up  Which professional development sessions and structures need to be in place to prepare the selection committee?  Which process will be in place for selecting materials after the comprehensive program?  How will your current Reading First PD address this?

29. 2003 29 Element #4: HQ Implementation  District and schoolwide plan to allocate and coordinate time for initial and follow-up preparation in programs  Additional time and support to develop practice mastery (Gersten, Chard, & Baker, 2000) Adequate, Prioritized, and Protected Time and Resources

30. 2003 30 Conceptual and Practice-Based HQPD  Practice mastery (Huberman & Miles, 1984) is a critical determinant of commitment and sustained use.  Practice mastery invariably resulted from ongoing technical assistance during the early years (cited in Gersten, Chard, & Baker, 2000).  Effective PD includes opportunities for practice and reflection.  Effective PD focuses on the core of teaching practice.  Begins with clearly stated goals but is followed by a relentless process of improving lessons to improve student learning. Huberman, A. M., & Miles, M. B. (1984). Innovation up close: How school improvement works. New York: Plenum.

31. 2003 31 HQPD Is Sustained Over Time  Is given adequate time during the work day  Occurs through workshops and institutes  Followed by guided peer observation with feedback and demonstration lessons by mastery teachers

32. 2003 32 Considerations for HQPD in Program Implementation  Provide comprehensive and standardized opportunities for all to learn and practice program specific preparation  Ensure that preparation is adequate for all teachers to have a high confidence level with the program  Provide opportunities for in-classroom practice and feedback early in program implementation  Develop local expertise to train new teachers (those who enter after initial PD)

33. 2003 33 What Needs To Be Done To Achieve High Quality PD for Program Implementation  Identify what level of program-specific PD the program developer provides  Decide when PD will be scheduled and for how many schools  Determine what additional (follow-up PD) opportunities are available  Decide how to develop within region, district, and school expertise  Identify who will work with teachers who need more support  Map out your your professional development schedule for initial and sustained training

34. 2003 34 Element #5: How To Differentiate Instruction  Using data to identify students who need additional instruction  Selecting core, supplemental, and intervention programs that complement one another  Intensifying intervention

35. 2003 35 What is the Magnitude of Need at the Individual Level in Winter of Kindergarten?

36. 2003 36 Alterable Elements  Program: Is the learner likely to benefit from the core? If not, what “specialized/acceleration” program is available?  Time: A minimum of 30 + 30 minutes of small group intensive intervention.  Grouping/Organization: As small a group as possible

37. 2003 37 Alterable Elements

38. 2003 38 Summary of Research Findings Use explicit, systematic reading program Teach with small teacher/student ratios: 1/1 - 1/5 Include word identification and reading fluency practice Teach intensively (1 hr per day with variety of aligned strategies) Extensive opportunities for practice and feedback Concentrated instruction

39. 2003 39 What Needs To Be Done To Achieve HQPD in Program Selection?  Determine process for reviewing student performance  Proactively plan that some students will need more and allocate resources accordingly  Identify level of program specific professional development that needs to occur  Establish process to coordinate system of intervention (coordinated not subordinated)  Schedule opportunities to review progress (is the investment making a difference)

40. 2003 40 PD Planning and Follow-Up  Which professional development sessions and structures need to be in place to prepare individuals who are responsible for differentiating instruction?  Which process will be in place for learning, implementing, and evaluating new interventions?  How will your current Reading First PD address this?

41. 2003 41 Continuum of PD Support Regional Expertise: University or Regional (Institutes, Beacon Schools, Coursework) Within School Expertise (Coaches & Study Teams) Local Expertise (District, Beacon Schools, or Program Specific) State or National Support (Institutes, Technology)

42. 2003 42 An Action Plan for Professional Development 1. Define purposes and areas of PD need. 2. Identify and develop resources to develop capacity in the school and classroom. 3. Schedule and differentiate PD to develop teacher competence then confidence. 4. Recognize the need for a long-term plan.

43. 2003 43 Defining Purposes of PD and Areas of Need Purpose (To develop:) Level of Need (1 = low need, expertise in place in all personnel in all schools; 4 = high need; DK) 1. Knowledge (content expertise) in the critical elements of beginning reading, what students should be able to do and why 1 2 3 4 DK 2. Knowledge (conceptual and practice) in the administration and use of assessment tools for instructional decision making. 1 2 3 4 DK 3. Knowledge and skill in evaluating and selecting a core, supplemental, and intervention programs. 1 2 3 4 DK 4. Practice mastery in high quality implementation of the core, supplemental, and intervention programs. 1 2 3 4 DK 5. Knowledge and skill in how to differentiate instruction for students who are not learning enough. 1 2 3 4 DK

44. 2003 44 Identify and Develop Resources To Develop Capacity in the School and Classroom Area/Purpose Who and What Forum Goals and Concept Development Ex: Summer Institutes; Web-based PD; Beacon School support Assessment and Use of Data Ex: Summer Institutes; Regional Coordinators; School-based Mentor Coaches Program Selection and Dissemination Ex: State, regional, and local team Program Implementation Publisher Provided PD; In-district expertise; School-based Coordinator; Teacher Study Teams Instructional Differentiation Publisher Provided PD, School-based Coordinator; Teacher Study Teams

45. 2003 45 Develop a Master Schedule  Specify window of time for initial PD for each purpose.  Determine scope of work for Year 01, 02, and 03.  Specify # of days for initial PD and for follow-up/implementation checks.  Coordinate with existing state and district level PD.  Develop a backup plan for absences and new hires.

46. 2003 46 “We must abandon long-held conventions about continuing education and begin to understand professional development as an essential and integral part of teachers’ work” (Corcoran, 1995). Corcoran, T. B. (1995). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs. [available: http://www.ed.gov/pubs/CPRE/t61]. Abandoning The Dump Truck Model: Not Professional Development as Usual

47. ReferencesReferences Bringing All Students to High Standards (National Education Goals Panel’s Report, 2000). Corcoran, T. B. (1995). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs [available: http://www.ed.gov/pubs/CPRE/t61]. Cuban, L. (1990). Reforming, again, again, and again. Educational Researcher, 19(1), 3-13. Darling-Hammond, (2002). The case for powerful professional learning. In D. Sparks (Ed.). Designing powerful professional development for teachers and principals (pp. 1-7). Does Professional Development Change Teaching Practice: Results of a 3-Year Study (U.S. Dept. of Ed, 2000). Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26. Elmore, R. F. (2002). Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education, http://www.albertshankwiler.org. Fullan, M. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press. Fullan, M. G. (1996). Turning systemic thinking on its head. Phi Del Kappan, 77, 420-423. Gersten, R., Chard, D., & Baker, S. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445-457. Huberman, A. M., & Miles, M. B. (1984). Innovation up close: How school improvement works. New York: Plenum. Learning First Alliance (1998). Every child reading: An action plan of the Learning First Alliance. American Educator, 1-2, 52-63. Richardson, V. & Placier, P. (2002) Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (Fourth Edition). Washington, DC:American Educational Research Association. Whitehurst, G. J. (2002). Research on teacher preparation and professional development. Presentation at the White House Conference on Preparing Tomorrow’s Teachers, March 5, 2002.