1. 1 Running Effective Grade Level Team Meetings to Improve Student Achievement Linda Carnine & Jan Silverstein Western Regional Reading First Technical Assistance Center

2. 2 2 Glossary Risk BenchmarkGrade LevelLow Strategic Somewhat Below GL Medium Intensive Significantly Below GL High

3. The ultimate success of this presentation/workshop will be determined by its contribution to improve reading performance in 2006-07 Reading First implementations 3

4. 4 4 Big Ideas for Team Meetings  Powerful procedures make team meetings work  Action Planning sets priorities and determines next steps  Data-driven decisions bring all students to benchmark

5. District School Grade Classroom Groups Individuals Grade Level Team Meeting Building Leadership Team Action Planning (systems level) Action Planning Individual Instruction Planning

6. 6 6 Team Meeting Focus AugSeptNov/DecJan/FebMar/AprMay Big Look at Data 1st Benchmark PM of Intensive/ Strategic Students 2nd Benchmark PM of Intensive Strategic Students 3rd Benchmark Action Plan(s) Action Plan refinement Grouping Individual and group instructional planning Action Plan refinement Grouping Individual and group instructional planning Big Look at Data Action Plan for next year PM = Progress Monitoring IIP = Individual Instructional Planning

7. 7 7 Big Idea 1 Data-driven decisions bring all students to benchmark

8. 8 8 Action Planning Starts With Taking a Big Look At All K-3 Performance Data 1. End of year benchmark data 2. End of year outcome data 3. Content coverage and mastery in reading curriculum

10. 10 One Big Look at Data Summary Look at entering % of at risk kindergartners

11. 11 RF Kindergarten doing well Goal: 25+ Nonsense Word Fluency by end of year

12. SCHOOL 1 - Adequate Progress Sample Benchmark Data from Summary of Effectiveness

13. 13 State Reading Outcome Results for School 1 Spring 2005-2006 GradeSignificantly Below GL 1%-20% Below GL 21%-39% Grade Level 40% or above 1st45%20%35% 2nd43%1%56% 3rd50%5%45% SCHOOL 1 - Spring Outcomes

15. x 1st - Reduce # Intensive x x 1st - Increase # Benchmark 2nd - 3rd Reduce # Intensive x x

16. District School Grade Classroom Groups Individuals Grade Level Team Meeting Building Leadership Team Action Planning (systems level) Action Planning Individual Instruction Planning

17. 17 Big Idea 2 Action Planning sets priorities and determines next steps

18. Alterable Component Level of Specific Enhancement Options 1.2.3.4. Materials and Instruction Use core program to explicitly and systematically teach priority skills Use enhancements of the core program (e.g., templates; lessons maps)) Supplement with preteaching & reteaching Supplement core with supplemental program (e.g., fluency building) Replace core program with intervention-core program Time (Opportunities to Learn) Schedule & deliver 90 min. of daily reading instruction Increase opportunities to respond during core instruction (e.g., choral responding, increase pace, call more often on low performers Schedule core + supplemental period daily (90 min. + 30min. or 90 min. + 45 min.) Schedule two intervention sessions daily (a double dose of 90 min. + 60 - 90 min.) Grouping for Instruction Within core, check group placement & provide combination of whole & small group instruction Schedule additional small group instruction (9-10 students max) for specific skill practice Reduce group size to 6-8 or to 3-5. Provide individual instruction if needed INCREASING INTENSITY adapted from B. Harn, © 2004 Alterable Variables to Intensify Instruction 27

19. 19 Assess needs for an Intervention core program

20. The following sample of grade- level team meeting material has been taken from the Reading First program at Chief Leschi, BIA school in Puyallup, Washington

21. 21  Meet every two weeks with all reading staff from grade level  Use a Walk-to-Read plan Chief Leschi’s Plan  Meetings scheduled to follow progress monitoring

22. 22 Teachers Bring 2 Documents 1. Curriculum placement and content coverage (showing lesson/unit progress and student tracking sheet w/ individual student notes) 2. Current Progress Monitoring

23. 1. Curriculum Placement/Content Coverage Des…. Unit 33 Decode 3 Story 3 4 Le… Pay….. Rus….. Eliz….. Please fill out immediately after reading and language block the day before your grade level meeting Teacher Name: _________Date: _________Curriculum Placement: _________ Group BlueUnit/Day or Lesson Group GreenUnit/Day or Lesson Des…. Unit 34 Decode 4 Review Daniel may be ready to jump up to 36… will review & see. Le… Pay….. Rus….. Eliz….. Group OrangeUnit/Day or Lesson Des…. Unit 36 Decode 3 Story 56 Le… Pay….. Rus….. Eliz….. 23

24. District School Grade Classroom Groups Individuals Grade Level Team Meeting Building Leadership Team Action Planning (systems level) Action Planning Individual Instruction Planning

25. 25 Grade level team meeting participants look at documents together for placement decisions with their flexible groupings Next Step

26. 26 Questions Asked  Are students appropriately grouped?  Are better placements possible?

27. 27 GLTM Participants Review Individual Progress of Targeted Students  Is she passing her in-program fluency/ accuracy checkouts?  What is she struggling with - fluency and/or comprehension - robot reading?  Is she passing her end of selection/unit tests?  How is her comprehension?

28. 28 Individual Instructional Planning Using Alterable Variables 4. Assess with Aimline progress monitoring 1. Improve instructional program materials and instructional strategies 2. Increase amount of instructional time; Document with Tutoring log 3. Refine grouping at closest instructional level

29. Student Name: ______________ Curriculum: ______________ Key: P = Preview C = Completed R = Review ½ = In the Middle Abbreviations: TD = Triple Dose DD = Double Dose AS = After School RB = Reading Block TD/AS (circle one) DD/AS (circle one) RB 5/5 Lesson/ Unit 5/4 Lesson/ Unit 5/3 Lesson/ Unit 5/2 Lesson/ Unit 5/1 Lesson/ Unit 2006 TD/AS (circle one) DD/AS (circle one) RB 5/5 Lesson/ Unit 5/4 Lesson/ Unit 5/3 Lesson/ Unit 5/2 Lesson/ Unit 5/1 Lesson/ Unit 2006 Tutoring Log

30. 30 General Outcome Measures Individual Students DIBELS - U. of Oregon

31. 31 Individual Instructional Planning Example 1.Annie and Austin both have IEPs with reading goals. ASSESS Kathryn B. Howe © 2004 2.Both have had intensive work in reading in the resource room and in an intensive curriculum. Annie and Austin are in the same instructional group. Both now have ORF data points that are consistently above their Aim Lines and now receive their instruction in the general education classroom in the core curriculum.

32. 32 1. At the 2nd grade team meeting, the team agrees that neither Annie nor Austin continue to need their current interventions for reading fluency. Individual Instructional Planning Example 3.The team agrees on a plan to work with Annie and Austin on comprehension. PLAN Kathryn B. Howe © 2004 2. Annie’s and Austin’s classroom teacher and the LD teacher agree that both students need work on comprehension.

33. 33 3. The team expects that the comprehension instruction will have a positive effect on both fluency and comprehension scores. REASSESS Kathryn B. Howe © 2004 Individual Instructional Planning Example 1.Annie and Austin will both continue to be on a frequent monitoring schedule.Annie and Austin will both continue to be on a frequent monitoring schedule. 2.The team will continue to review their fluency data to assure that their scores don’t drop now that they are getting less fluency instruction.The team will continue to review their fluency data to assure that their scores don’t drop now that they are getting less fluency instruction.

34. 34 Big Idea 3 Powerful procedures make Team Meetings work

35. 35 The Procedures  Purpose  Meeting Structures/Roles  Group Process  Leadership/Planning  Communication/Follow-Up  Research Base  Professional Development  Motivation/Empowerment Key Questions to Ask Yourself Making Grade Level Teams Work

36. 36 Purpose  What is our focus?  Over time?  At each meeting? Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ EmpowermentPurpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Making Grade Level Teams Work

37. 37 Possible Vision or Mission Statements  We can make each student in OUR care a successful reader!  Making OUR classrooms the best places for reading success  Let’s face the facts and do what needs to be done right now! Making Grade Level Teams Work

38. 38 GLTM Purpose Statements  Analyze and interpret student performance data  Plan timely interventions  Review available programs and supports  Determine necessary professional development  Make changes in instruction

39. 39 Team Meeting Focus AugSeptNov/DecJan/FebMar/AprMay Big Look at Data 1st Benchmark PM of Intensive/ Strategic Students 2nd Benchmark PM of Intensive Strategic Students 3rd Benchmark Action Plan(s) Action Plan refinement Grouping Individual and group instructional planning Action Plan refinement Grouping Individual and group instructional planning Big Look at Data Action Plan for next year PM = Progress Monitoring IIP = Individual Instructional Planning

40. 40 Meeting Structure/Roles  What predictable procedures organize our work?  Who does what? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

41. 41 Meeting Agendas Two Examples in Your Packet  Kihei Elementary - Hawaii  Alabama Grade Level Data Meeting Template  Both have s Clear focus on data, action, and follow-up s Clearly established roles s Emphasis on accountability Making Grade Level Teams Work

43. 43 Group Process  How do we work together?  How do we solve problems?  How do we manage time? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

44. 44 Norms - What are They?  They are the standards for how you agree to operate while you are in this group.  They need to be jointly developed and owned by each team member.  They need to be available and used early on by members when standards are not being met. Making Grade Level Teams Work You have a sample of 8 norms for group meetings in your packet

45. 45 Problem Solving Cycle  Assess and Interpret Data  Prioritize and Plan (problem-solve)  Implement  Analyze New Data and Reassess Kathryn B. Howe © 2004 Making Grade Level Teams Work

46. 46 Leadership/Planning  What are our student achievement goals?  Are they the stretch we need?  How are we doing?  Are our actions getting us where we want to go?  What needs to change? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

47. 47 Communication and Follow-Up  Who needs to know what to help us meet our student achievement goals?  How do we make that happen? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

48. 48 Building Leadership Team District Leadership Grade Level Team K-3 Teachers

49. 49 Research Base  What does research say about what we need to do? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

50. 50 Professional Development  What do we need to know to do our jobs better?  What new skills will help us get our kids to benchmark? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

51. 51 Motivation / Empowerment  How do we stretch and celebrate?  At each meeting?  Over time? Making Grade Level Teams Work Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment Purpose Meeting Structure/Roles Group Process Leadership/ Planning Communication/ Follow-Up Research Base Professional Development Motivation/ Empowerment

52. 52 Celebrate Successes!!

53. 53

54. 54 Big Ideas for Team Meetings  Data-driven decisions bring all students to benchmark  Action Planning sets priorities and determines next steps  Powerful procedures make team meetings work

55. The ultimate success of this presentation/workshop will be determined by its contribution to improve reading performance in 2006-07 Reading First implementations 55

56. 56 Contact Information  Dr. Linda CarnineWRRFTAC 5292 University of Oregon Eugene, OR 97403-5292 541-346-1608 (Telephone) 541-346-4649 (Fax) lcarnine@yahoo.com lcarnine@uoregon.edu  Dr. Jan Silverstein303-399-9859 (Telephone) rjrace@earthnet.net

57. 57 Acknowledgements  Katie Tate  Debbie Turetzky  Dave Howe  Lisa Medler  For further information contact Debbie Turetzky at 541-346-1608