1. 1 Reading First at Oak Grove Elementary School Medford School District 549C Julie York – District Person Julie Evans – Principal Barbara Low – Reading Coach

2. 2 Medford District Support DIBELS School Assessment Team Substitutes paid for ERI Already in place ERI Assistants Mandatory for all kindergarteners Full Day Kindergarten

3. 3 Medford District Support Collaborative and supportive Attended all IBR’s Been a resource to help clarify Rules Procedures Testing Funding

4. 4 School Support School Demographics Educational Assistant Allocation and Assignment Classroom Literacy Assistants Title I Teacher/Program Resource Teacher/Program ELL Teacher/Program

5. 5 Oak Grove Demographics 2003-2004 Ethnic Summary WhiteHispanicOther 69%27%4% SESFreeReduced Summary59%15% 409 Students, 16 Teachers, Grade K-6

6. 6 School Support Between Reading First staff and the rest of the school staff Keeping all staff updated on our Reading First progress Celebrating our successes with the entire staff Sharing our professional development that we receive from Oregon Reading First Making intermediate grades aware of the benefits and what they have to look forward to – more students at benchmark and with better reading skills

7. 7 Kindergarten participation in the core reading program We have 2 teachers. Each class has 24 students Each class has 3-4 adults in it. Teacher ERI assistant Volunteer Foster Grandparent Title I Support teacher

8. 8 Kindergarten participation in the core reading program Reading Block consists of 1 hour 45 minutes - 2 hours 20 minutes Activities covered with whole group Opening Routines Big Books/Teacher Read Aloud

9. 9 Kindergarten participation in the core reading program Small Group Instruction Group size is 4-6 depending on the group Approximately 20 minutes in length Activities covered during this time Specific phonics skills ERI Phonics Library

10. 10 1 st Grade participation in the core reading program We have 3 teachers. Each class has 24 students Each class has 2-3 adults in it. Teacher Classroom Literacy Assistant Volunteer Title I Support Teacher

11. 11 1 st Grade participation in the core reading program Reading Block consists of approximately 2 hours 20 minutes Activities covered with whole group Opening Routines Teacher Read Aloud High Frequency

12. 12 1 st Grade participation in the core reading program Small Group Instruction Group size is 4-7 depending on the group Approximately 30 minutes in length Activities covered during this time Specific phonics skills Level Readers/On My Way Readers Phonics Library Fluency Comprehension Vocabulary

13. 13 Kindergarten participation in the supplemental/intervention programs Teacher enhance the core as needed to meet students’ needs Supplemental Programs used ERI provided by ERI assistant Touchphonics provided by teacher Used within the reading block – as a rotation

14. 14 1 st Grade participation in the supplemental/intervention programs Teacher enhance the core as needed to meet students’ needs Supplemental Programs used Road to the Code Touchphonics provided by teacher Read Naturally Used within the reading block – as a rotation

15. 15 DIBELS Assessment and Use of Data School Wide Assessment Team Early Reading Team Grade Level Teams

16. 16 Assessment Team Consists of Principal, Resource teacher, Title I Support teacher, Title I School Coordinator, and Reading Coach Does DIBELS Benchmark assessments three times a year Use palm pilots Reading Coach enters data to DIBELS web site

17. 17 Other Assessments Teachers are Progress Monitoring 5 of their students. Used paper booklets – now using Palm Pilots Reading Coach and Title I Support teacher Progress Monitor rest of students Theme Skills tests given every 3-4 weeks

18. 18 Grade Level Team We meet monthly for approximately 2-2 1/2 hours. We provide a safe and collaborative environment for honest discussion to take place. Our focus includes – Celebrating our successes and discussing our challenges Analyzing student data and progress Discussing types of assessment Reviewing CSI Maps, Pacing Calendars, LPR’s

19. 19 Core Reading Program Theme Skills Tests Results are used to assess students’ progress along with other data Important to review tests before teaching the theme/unit Are the tests assessing what is being taught? Are the tests assessing the way it is being taught? Do we want to make changes?

20. 20 Theme Skills Test Summary Record student test scores for each subtest Look for a trend in the data Is there a particular area that several students are not passing? What do we need to do next?

21. 21 Lesson Progress Reports (LPR’s) Way of reporting where each class is in the reading curriculum Used as a tool at Grade Level Meetings to lead discussion on how students are doing with theme skills tests Are there areas that we need more support? What are we going to do for those students that didn’t pass a particular section of the test?

22. 22 Analyzing Student Data Leading teachers through the process of analyzing data DIBELS Benchmark and Progress Monitoring, SAT-10’s, OSAT’s, Theme Skills Tests, etc. Any test is a picture in time What do the reports tell us? What do we do with the data? How do we better meet the needs of our students?

23. 23 Providing Emotional, Academic and Material Support Being available to discuss concerns with teachers individually Building on what teachers know Valuing their input and concerns Developing professional vocabulary and knowledge regarding the teaching of reading Making sure that teachers have what they need to teach reading

24. 24 Early Reading Team The ERT is made up of our principal, resource teacher, ELL teacher, Title I school coordinator, Title I support teacher, and reading coach. We meet monthly for approximately 3 hours. Our key responsibilities are: analyze DIBELS Benchmark and Progress Monitoring data along with input from the classroom teacher and the Double Dose teacher Create Double Dose schedule based on data Refine the Double Dose schedule as needed

25. 25 Early Reading Team Extremely collaborative Discuss each student’s progress – who is identified as strategic or intensive Work together to find the way to best meet the needs of our students What is working and what needs to be changed

26. 26 DIBELS Benchmark Data for Strategic and Intensive

27. 27 Double Dose Is done in the afternoon Most groups meet 5 days a week for a 30 minute session Groups range in size from 5-7 Instructors are our ELL teacher, Resource teacher, Title I Support teacher, and Title I School Coordinator

28. 28 Double Dose Instructional focus is based on students’ needs Information from the Double Dose groups is communicated to teachers at grade level meetings Reading Coach is familiar with the programs used – in varying degrees Reading Coach does formally and informally observe Double Dose instruction

29. 29 Double Dose Supplemental Programs used ERI Read Naturally Touchphonics Language of Learning/Thinking Extra Support from Houghton Mifflin Phonics for Reading

30. 30 Double Dose Schedule

31. 31 Teacher Observations How are they introduced? How are they used? Types: Fidelity Checklists Focus 5-Minute

32. 32 Fidelity Checklists Introduce form before doing observation Explain the layout of the form, how it is used and what happens to the data Information kept confidential Teacher chooses the day Pre-observation and post observation meetings

33. 33 Focus Observations Introduce form before doing observation Explain the layout of the form, how it is used and what happens to the data Information kept confidential Teacher chooses the day and time Pre-observation done at a grade level meeting Post observation meeting

34. 34 5-Minute Observation Introduce form before doing observation Ask for teacher input on how to improve the form Explain the layout of the form, how it is used and what happens to the data Information kept confidential Unplanned weekly visits Build on positive and implement change slowly and deliberately

35. 35 Developing, Nurturing and Maintaining Trust and Communication With and between Reading First staff Setting parameters and a line of communication Keeping information confidential Building on positive Implementing change slowly and deliberately Having staff involved in the planning as well as the implementation of RAP and PET Valuing staff input Giving them my weekly schedule Monthly grade level meetings Open door policy