Download presentation
Presentation is loading. Please wait.
Published byOswin Wells Modified over 9 years ago
1
1 The Oregon Reading First Model: A Blueprint for Success Scott K. Baker Eugene Research Institute/ University of Oregon Orientation Session Portland, Oregon November 12, 2002
2
2 Overview of Oregon Reading First Regional Coordinators & Regional Coordinating Teams Oregon Reading First Districts and Schools Oregon Reading First Center Reading Leadership Team Oregon Department of Education
3
3 What Reading First Means to Oregon Schools K-3 reading instruction following scientifically-based reading research (SBRR) Ongoing assessments to monitor student reading progress and outcomes Ongoing professional development targeting knowledge of SBRR, classroom expertise, and building long-term capacity
4
4 Four Common Features Among All Oregon Reading First Schools 1.Emphasis on five essential components of beginning reading Phonemic awareness Phonics Reading fluency Vocabulary Comprehension
5
5 Four Common Features 2. Selection of beginning reading programs and materials An approved comprehensive beginning reading program Anchor for classroom instruction Emphasis on five essential components Meets instructional needs of 75-80% of students Approved supplemental reading materials Guide strategic interventions for 20-25% of students Intensive interventions for 5-10% of students
6
6 Four Common Features 3. Reliance on research-based instructional practices and strategies Allocated time and engaged time At least 90 minutes per day of uninterrupted beginning reading instruction Instructional grouping formats Small group and whole class Based on student knowledge and skill Key component of strategic and intensive interventions
7
7 Four Common Features 3. Reliance on research-based instructional practices and strategies (continued) Differentiated instruction Necessary to reach reading goals Variations in Intensity, Amount, Formats Teaching to mastery Understand previously taught material before new material is introduced Monitor understanding during and after instruction
8
8 Four Common Features 4. Student reading performance monitored systematically Focus on five essential components of beginning reading A minimum of three times per year Reading data used to: Identify students for strategic and intensive interventions Establish reading goals Determine program effects
9
9 How will beginning reading programs and materials be selected? Oregon Curriculum Review Panel Purpose: To provide a critical analysis of beginning reading programs and materials that is objective and reliable, and based on the best information available about SBRR
10
10 Oregon Curriculum Review Panel Members: Individuals with expertise in beginning reading from: Oregon Reading First Center Oregon Department of Education Oregon school districts Work with other states on curriculum analysis issues
11
11 Assessing Oregon Reading First Students Assessment Purposes Screen students who need additional instructional support Diagnose students’ instructional needs Monitor progress of students over time Evaluate outcomes at key points in time
12
12 Assessing Oregon Reading First Students Assessment Areas Phonemic awareness Phonics Fluency Vocabulary Reading Comprehension
13
13 Who will collect the assessment data? District and school assessment teams will be trained to collect screening, diagnostic, and progress monitoring data The Oregon Reading First Center will collect some of the student outcome data District and school assessment teams will be trained to conduct systematic reliability checks Assessing Oregon Reading First Students
14
14 Examples of Student Assessments: Screening AreaExamples Phonemic Awareness DIBELS: Initial Sound Fluency, Phonemic Segmentation Fluency PhonicsDIBELS: Nonsense Word Fluency FluencyDIBELS: Oral Reading Fluency VocabularyWoodcock-Johnson Test of Achievement-III: Picture Vocabulary Reading Comprehension Woodcock Reading Mastery Test- Revised: Passage Comprehension
15
15 Examples of Student Assessments: Progress Monitoring AreaExamples Phonemic Awareness DIBELS: Initial Sound Fluency, Phonemic Segmentation Fluency PhonicsDIBELS: Nonsense Word Fluency FluencyDIBELS: Oral Reading Fluency VocabularyWoodcock-Johnson Test of Achievement-III: Picture Vocabulary Reading Comprehension Texas Primary Reading Inventory: Reading Comprehension
16
16 Examples of Student Assessments: Outcomes AreaExamples Phonemic Awareness DIBELS: Phonemic Segmentation Fluency PhonicsDIBELS: Nonsense Word Fluency, SAT- 9: Word Study Skills FluencyDIBELS: Oral Reading Fluency VocabularySAT-9: Reading Vocabulary & Listening Comprehension Reading Comprehension SAT-9: Reading Comprehension, WRMT-R: Passage Comprehension
17
17 Examples of Student Assessments: Diagnose AreaExamples Phonemic Awareness Comprehensive Test of Phonological Processing PhonicsWRMT-R: Letter Identification and Word Attack FluencyGray Oral Reading Test IV (GORT-IV): Rate VocabularyWoodcock-Johnson Test of Achievement-III: Picture Vocabulary Reading Comprehension WRMT-R: Passage Comprehension
18
18 School Professional Development and Support for Oregon Reading First Implementation Institutes on Beginning Reading (IBRs) Mentor coaches School-based reading first teams and principal leadership Regional coordinators Beacon schools Two-year professional development model
19
19 Institutes on Beginning Reading (IBRs) Purpose: To develop knowledge and expertise related to Scientifically Based Reading Research IBR I - 4 days Summer prior to new school term Scientific principles of beginning reading; application of principles to grade-specific goals and content Selection of comprehensive program and supplemental materials Learning DIBELS assessment system: Dynamic Indicators of Basic Early Literacy Skills
20
20 Institutes on Beginning Reading (IBRs) IBR II - 2 days Following Fall data collection Analysis of student performance data Identify children at risk of reading difficulty Plan instructional groups and differentiated instruction
21
21 Institutes on Beginning Reading (IBRs) IBR III - 1 day Following Winter data collection Setting goals and monitoring student progress Evaluating interventions and adjusting instruction
22
22 Institutes on Beginning Reading (IBRs) IBR IV - 1 day Following Spring data collection Analyze level of performance at end- of-year Analyze progress from fall to winter to spring Analyze performance of intervention students
23
23 Leadership Institutes on Beginning Reading Concurrent with IBRs for Oregon Reading First school-based teams Participants: Principals, mentor coaches, regional coordinators, and district personnel Purpose: Support Reading First implementation, effective communication and decision making, and long-term capacity building
24
24 Institutes on Beginning Reading: Year 2 Focus on implementation quality Improving effectiveness of interventions, especially for struggling students Improving efficiency in using data for decision making Key indicator of success will be student reading progress and outcomes
25
25 School-Based Mentor Coaches One coach per school Teachers with expertise in beginning reading instruction Focus on effective classroom implementation Expertise with DIBELS and using data for decision making Building school capacity to provide and sustain effective reading practices
26
26 Regional Coordinators Expertise in beginning reading and administration Train mentor coaches Help schools build capacity for continuous improvement Extend Reading First activities to Pathfinder schools
27
27 Beacon Schools Effective Cohort A schools will serve as Beacon schools for Cohort B schools Training to serve as host sites for Cohort B teachers Training to visit Cohort B schools to support teachers and programs, and provide feedback
28
28 Technology and Dissemination Accessing and using information contained in three interconnected websites Oregon Reading First Big Ideas in Beginning Reading Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
29
29 Oregon Reading First Interconnected Websites Oregon Reading First In process Big IDEAS in Beginning Reading http://reading.uoregon.edu/ http://reading.uoregon.edu/ Dynamic Indicators of Basic Early Literacy Skills (DIBELS) http://dibels.uoregon.edu/
30
30 Technology and Dissemination Disseminate information and materials to districts, schools, and classrooms Extended learning opportunities Long distance meeting and planning sessions Teacher study groups
31
31 Evaluation of Oregon Reading First External evaluation by the Texas Center for Reading and Language Arts – primarily for summative purposes Internal evaluation by the Oregon Reading First Center – primarily for formative purposes
32
32 Evaluation Targets Student reading performance K–3 Classroom implementation Teacher and coach knowledge: SBRR, comprehensive beginning reading program and supplemental materials, student assessments Professional development and technical assistance State leadership
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.