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