1. Ensuring Effective & Consistent Tier 1 Core Reading Instruction Kim Maher Ryan McWilliams Manhattan School District 114 Strengthening the Core

2. Anna McDonald School Located in Manhattan, Illinois 375 students in 3 rd, 4 th, and 5 th grade 5-6 sections of each grade level Quick Fact Snapshot: Guided Reading instructional practices adopted in 07-08 school year to be implemented 08-09 school year. 90 minute reading blocks in all classrooms Harcourt Storytown basal series adopted in 2008-2009 school year

3. Baseline ISAT Reading Data

4. Making it Happen Leadership Perspective Surveying the scene 6 years ago Vision - the need for consistency Culture of Change - building capacity & bringing the right people together Maximizing personnel to support staff Shared Leadership - Reading Committee & the autonomy of committee to drive decisions Constant and continuous collaboration, evaluation, & enhancement Keeping the vision alive by simply asking questions

5. Starting Point Basal Reading Series Purchased for all classroom, resource, and support teachers Abundance of new, unfamiliar materials Minimal professional development Reading Curriculum Committee Representative from each grade level, reading support, and resource Goal of supporting colleagues through instructional changes

6. 2009 Curriculum

7. 09-10 School Year Curriculum Maps Curriculum Calendars

8. Problem Curriculum maps Curriculum calendar Materials still not used effectively Unsuccessful instructional planning Inconsistent pacing across grade levels Varied interpretations of “the checks” Reading Curriculum Committee work begins…

9. The Weekly 6 A simple list of 6 major reading concepts we felt needed to be addressed every single week of the 30 week series, in every single classroom. All instructional planning from the basal would focus on “The Weekly 6” Storytown Lesson Vocabulary Words Lesson Focus Skill & Comprehension Strategy Making Connections Genre Study Extended Response

11. The Outcome The Weekly 6 was presented to staff during the 09-10 school year Grade levels spent more time interpreting, problem solving for time management, and typical struggles were encountered For the first time, ALL grade levels were on track to provide every student with the full 30 week reading curriculum Improved overall consistency

12. Enter RtI Implementing RtI Professional Learning A strong and consistent, Tier 1, core curriculum is the foundation of an effective RtI process. We weren’t done yet…

13. Strengthening Tier 1 While we said we taught the same thing and now value the same essential concepts, it was evident that our instruction was not consistent enough to represent a strong Tier 1 Core Reading Curriculum. Call for action from Administrator and Reading Curriculum Committee

14. Strengthen the Core Survey Staff Grade level discussion Compile teacher input Committee review of data

15. Strengthen the Core Edit “The Weekly 6” Identified and added “non-negotiables” Clarified concept descriptors Included assessment guidelines Recognized need for additional direction in reading extended response instruction Development of school-wide anchor posters and instructional tools to supplement Storytown

16. 1. Storytown Lesson Vocabulary Words - Lesson vocabulary words must be posted weekly. - All students have a cumulative Robust Vocabulary folder. - Vocabulary words are introduced on the first day of the week and addressed daily. - Implemented by use of basal activities and story, leveled readers, centers. - Vocabulary words are assessed weekly.

19. Strengthen the Core Core Reading Curriculum Introduced August 2010 Staff professional development Fluency Making Connections Extended Response

20. Assessing the Core Focus remained on consistent, effective Tier 1 Instruction in all areas Administrator surveyed staff about Reading, Math, and Writing Curriculum Committees met to assess and discuss feedback from staff.

21. Strengthen the Core, AGAIN! Identified more specific areas of need Staff review of instructional survey feedback Committee identification of additional professional development needed Core Curriculum Implementation and Instructional Practices Reading Extended Response Gradual Release of Responsibility

24. Core Reading Curriculum

25. Implementation Outcome Percentage of Students Meeting/Exceeding on ISAT

27. Implementation Outcome Percentage of 3rd - 5th Grade Students Earning a Score of 3 or 4 on ISAT Reading Extended Response

28. Sustaining the Core Continuing grade level discussion In-house professional development “Spicing up the Weekly 6” Small group instruction round table Time management & instructional planning

31. Benefits of a Strong Core Well-focused, reflective grade level instructional conversations Consistency and transparency in reading instruction Basis for effective RtI decision-making Well-defined expectations for new teachers More reliable benchmark & ISAT data

32. Questioning YOUR Core Does our Tier 1 Core Reading Curriculum meet the needs of 80% of our students? Does reading instruction look similar in all classrooms in the building? Do our teachers have a clear understanding of pacing, instructional practices, and non-negotiable material to be covered? Are our reading materials used effectively by all teachers? What else do we need? Are all of our teachers comfortable with what is expected of them and their reading block? Is there continued conversation about reading?

33. Start Tomorrow Survey, Reflect, Discuss! Leadership Administrator Role Teacher Leaders Staff Buy-In Resources Needed Staff-developed Purchased Professional Development

34. Questions? Kim Maher Anna McDonald School Reading Support kmaher@manhattan114.org Ryan McWilliams Anna McDonald School Principal rmcwilliams@manhattan114.org