School ImprovementSchoolWide Reading Support Training

1
School Improvement/School-Wide Reading Support
Training

• September 2006
• Based on material by Ed Kameenui
• 
  Deb Simmons
• 
  Roland Good
• 
  Ruth Kaminski

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• This document was produced and distributed
  through an IDEA Mandated Activities Project for
  Michigans Integrated Behavior and Learning
  Support Initiative (MiBLSi) awarded by the
  Michigan Department of Education. The opinions
  expressed herein do not necessarily reflect the
  position or policy of the Michigan Department of
  Education, the Michigan State Board of Education,
  or the U.S. Department of Education, and no
  endorsement is inferred. This document is in the
  public domain and may be copied for further
  distribution when proper credit is given. For
  further information or inquiries about this
  project, contact the Michigan Department of
  Education, Office of Special Education and Early
  Intervention Services, P.O. Box 30008, Lansing,
  Michigan 48909.

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Welcome!
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• Leadership Team
• Dr. Jacquelyn Thompson, Director- Special
  Education and Early Intervention Services
• Dr. Yvonne Caamal Canul, Director- School
  Improvement
• Shari Krishnan, Parent/Advocate
• Dr. Edward Roeber, Senior Executive Director-
  Educational Assessment and Accountability
• Beth Steenwyk, Deputy Director- Special Education
  and Early Intervention Services
• Betsy MacLeod, Michigan Reading First
• Mark Coscarella, Michigan Reading First
• Kathleen Straus, President- State Board of
  Education
• Elizabeth Bauer, Member- State Board of Education

Acknowledgements

• Co-Directors
• Margie McGlinchey, Kalamazoo RESA
• Kathryn Schallmo, Macomb ISD
• Steve Goodman, Ottawa Area ISD

• Project Manager
• Beth Horne, Michigan Department of Education

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Acknowledgements

• Oregon Department of Education
• U.S. Department of Education, Office of Special
  Education Programs
• Bethel School District, Eugene, Oregon
• Dr. Drew Braun, Dr. Carl Cole, Lori Smith, Rhonda
  Wolter, Administrators, Staff, and Students
• Dr. Sharon Vaughn, University of Texas at Austin,
  Texas Center for Reading and Language Arts
• Dr. Carrie Beck, University of Oregon

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Content Development
Content developed by Edward J. Kameenui, Ph.
D. Deborah C. Simmons, Ph. D. U.S. Dept. of
Ed. University of Texas Michael D. Coyne, Ph.
D . Beth Harn, Ph. D. University of
Connecticut University of Oregon Roland Good,
Ph.D. Ruth Kaminski, Ph.D. University of
Oregon University of Oregon Carrie
Beck University of Oregon
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Setting Group Expectations

• To make this day the best possible, we need your
  assistance and participation
• Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Share air time
• Active participation
• Please ask questions
• Take care of your own needs
• Attend to the Come back together signal

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Michigans Integrated Behavior and Learning
Support Initiative
Roadmap to Schoolwide Success
9
Cohort 3 Training Schedule

• Leadership Teams (school staff, administrators,
  and coaches) participate in training
• Additional Optional training available on
  specific topics (e.g., comprehensive behavioral
  functional assessment, developing decoding
  skills, peer tutoring)

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School-Wide Reading Agenda900-330

• Welcome
• DIBELS Data Analysis
• Teaching Reading
• The Seven Critical Factors of a Schoolwide
  Reading Model
• Section I Goals, Objectives, Priorities
• Section II Assessment
• Section III Instructional Program and Materials
• Section IV Instructional Time
• Section V Differentiated Instruction, Grouping,
  Scheduling
• Section VI Administration, Organization,
  Communication
• Section VII Professional Development
• Reading Action Plans

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Objectives What You Will Learn and Do

• The objectives of todays session are to
• Understand the components of the Schoolwide
  Beginning Reading Model
• Understand the features and procedures of the
  Planning and Evaluation Tool (PET-R)
• Identify critical goals and outcomes in beginning
  reading
• Evaluate current reading goals, objectives, and
  priorities by school using the PET-R
• Use DIBELS data from each schools Fall
  Assessment Collection in development of
  schoolwide Reading Plan

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Goals of Schoolwide Reading

• Build the capacity, communication, and commitment
  to ensure that all children are readers by Grade
  3.

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Your Data
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Histograms (Bar Charts)

• Summarizes student data by skill and grade level.
  (e.g First Grade Phonemic Segmentation Fluency)

From DIBELS Data System, University of Oregon,
2000-2005
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Legend for Interpreting Histograms
Note Split bars are used when the cutoff scores
between categories occur in the middle of a score
range. The number of students is indicated by
the size of the split part.
From DIBELS Data System, University of Oregon,
2000-2005
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Histograms

• True or False
• Histograms tell us if there are students who need
  additional support
• Histograms tell us how many students need
  additional support
• Histograms tell us who needs additional support

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Team Breakout Activity

• Review your histograms at each grade level. With
  your team, answer the following questions
• Highlight percentage of students at low/high risk
  at benchmark for each skill and grade level.
• At what grade level(s) are at least 80 or your
  students at established or low risk?
• Is your current reading program meeting the needs
  of all your students as indicated by their
  proficiency on these important reading outcomes?
• Will these results change if we keep doing
  business as usual?

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What is Reading?

• Reading--an extraordinary ability, peculiarly
  human and yet distinctly unnaturalacquired in
  childhood, forms an intrinsic part of our
  existence as human beings, and is taken for
  granted by most of us. (p. 3)
• Sally Shaywitz, M.D., Neuroscientist and
  Professor of Pediatrics, Yale University
  Shaywitz. S. (2003). Overcoming dyslexia A new
  and complete science-based program for reading
  problems at any level. New York Knopf.

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Why third grade?

• All students will read at or above grade level by
  the end of third grade.

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Knowledge What We Know
What do we know and what guidance can we gain
from scientifically based reading research?

• Teaching reading is both essential and urgent.
• Teaching reading is complex.
• Teaching reading requires expertise.
• Teaching reading should be guided by a scientific
  knowledge base.

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Teaching Reading is Essential

• Reading is essential to success in our society
  (National Research Council, 1998, p.1).
• Self-trust cannot come without years of deep
  reading (Bloom, 2001, p. 25).
• If you cant read, you dont choose others make
  choices for you (Kozol, 1991).

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Teaching Reading is Urgent

• As early as kindergarten, meaningful
  differences exist between students literacy
  knowledge and experience (Hart Risley, 1995).
• In a sample of 54 students, Juel found that there
  was an 88 probability of being a poor reader in
  fourth grade if you were a poor reader in first
  grade (Juel, 1988).
• Approximately 75 of students identified with
  reading problems in the third grade are still
  reading disabled in the 9th grade. (Shaywitz et
  al., 1993 Francis et al., 1996, Journal of
  Educational Psychology, cited in National Reading
  Panel Progress Report, February 22, 1999).

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Teaching Reading is Urgent
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Teaching Reading is Essential and Urgent

• You cant get to 100 of students without
  addressing the needs of all students in the
  building, including the bottom 20
• Children who are at reading risk face the
  tyranny of time (Kameenui, 1998).
• Assuming students will catch-up with practice
  as usual is not wise. Catching up is a low
  probability occurrence.
• The bottom 20 will require a very different kind
  of effort in both the short and long run.

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Big Ideas in Beginning Reading

• 1. Phonemic Awareness The ability to hear and
  manipulate sound in words.
• 2. Alphabetic Principle The ability to
  associate sounds with letters and use these
  sounds to read words.
• 3. Accuracy and Fluency with Connected Text The
  effortless, automatic ability to read words in
  isolation (orthographic coding) and connected
  text.
• 4. Vocabulary Development The ability to
  understand (receptive) and use (expressive) words
  to acquire and convey meaning.
• 5. Comprehension The complex cognitive process
  involving the intentional interaction between
  reader and text to extract meaning.

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Teaching Reading Is Complex
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Teaching Reading Is Complex

• Schools as the context for learning.
• It is essential to understand that the teaching
  of reading takes place in a host environment
  called a schoolschools are complex organizations.

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Teaching Reading is Complex

• Teaching Reading is Rocket Science (Moats, 1999).
• Teaching Reading is a job for an expert.
• The majority of teacher preparation programs
  underestimate the depth of preparation and
  practice needed.

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Teaching Reading Requires Expertise

• Quality in Education
• Quality is never an accident it is always the
  result of high intention, sincere effort,
  intelligent direction, and skillful execution it
  represents the wise choice of many alternatives.
• Willa A. Foster

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Teaching Reading Should be Guided by a Scientific
Knowledge Base

• Base educational decisions on evidence, not
  ideology (Learning First Alliance, 1998)
• Promote adoption of programs based on what works.
• If there is little evidence about a particular
  program, rely on the evidence regarding the
  approach to instruction.

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Teaching Reading Should be Guided by a Scientific
Knowledge Base

• Three Major Sources of Scientific Knowledge
• Beginning To Read Thinking and Learning About
  Print (Adams, 1990).
• Preventing Reading Difficulties In Young Children
  (National Research Council, 1998).
• Teaching Children To Read An Evidence-based
  Assessment of The Scientific Research Literature
  On Reading And Its Implications For Reading
  Instruction (National Reading Panel, 2000).

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Teaching Reading Should be Guided by a Scientific
Knowledge Base

• National Academy of Sciences concluded that the
  weight of research evidence in beginning reading
  is sizeable enough that there exists sufficient
  empirical basis for reaching broad consensus
  within the field.

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Teaching Reading Should Be Guided By A Scientific
Knowledge Base

• To conduct an evidence-based assessment of
  scientific research on reading, 14 member panel
  of researchers were commissioned by U.S. Congress
  (1997).
• The panel developed an objective research review
  methodology then applied this methodology to
  evaluate studies study by study.
• Approximately 100,000 research studies have been
  published in reading since 1966.

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What We Know From Science and Research

• We know more about reading difficulties than all
  other learning difficulties put together
  (Stanovich, 1999).
• We have a solid and converging knowledge base
  about what works.
• We know that early intervention can prevent or
  ameliorate the effect of early reading risk for
  most students (National Reading Panel, 2000).
• We know the skills that enable successful
  readers. Moreover, we know that these skills can
  be taught!

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Summary
What do we know and what guidance can we gain
from scientifically based reading research?

• Teaching reading is both essential and urgent.
• Teaching reading is complex.
• Teaching reading requires expertise.
• Teaching reading should be guided by a scientific
  knowledge base.

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A School-wide Beginning Reading Model

• Is for ALL Students
• Research into Practice
• Build internal capacity
• Building specific
• Maximize Readers by end of 3rd grade

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Reasons for a Schoolwide Model
Adapted from Logan City School District, 2002
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Objectives What You Will Learn and Do

• The objectives of this section are to
• Understand the components of the Schoolwide
  Beginning Reading Model
• Understand the features and procedures of the
  Planning and Evaluation Tool (PET-R)
• Identify critical goals and outcomes in beginning
  reading
• Evaluate current reading goals, objectives, and
  priorities by school using the PET-R
• Use DIBELS data from each schools Fall
  Assessment Collection in development of
  schoolwide Reading Plan

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Using the PET-R to Evaluate and Plan a Schoolwide
Reading Programs
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Planning Evaluation Tool(Simmons Kameenui,
2003)

• The Planning and Evaluation Tool-Revised (PET-R)
  is designed to help schools take stock of their
  strengths and areas of improvement in developing
  a schoolwide beginning reading plan.
• The items and criteria in the PET-R represent the
  ideal conditions and total to 100 points.
• Score reflects how you are currently doing as a
  school in your instructional practices. This tool
  is designed to assist in your planning and
  implementation.

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Overview of the PET-R

• Evaluation Sections reflect critical components
  of a Schoolwide Model
• Goals, Objectives, Priorities
• Assessment
• Instructional Program and Materials
• Instructional Time
• Differentiated Instruction/Grouping/Scheduling
• Administration/Organization/Communication
• Professional Development

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Completing the PET-R

• PET-R can be completed individually or in school
  teams
• Evaluation criteria Each item has a value of 0,
  1, or 2 to indicate the level of implementation
• Some items are designated with a factor, (e.g.,
  x2). Items with this designation are considered
  more important in the overall reading program.
  Multiply your rating by the number in parentheses
  and record that number in the blank to the left
  of the item.
• Documentation of Evidence In the right-hand
  column of the table for each section, document
  the evidence to support your rating for each
  item.
• Ex. What does it look like? How would an outsider
  know?

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Steppingstones to Literacy
Reading
NonReading
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Steppingstones to Literacy
Reading to Learn
NonReading
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PET-RSection 1 Goals, Objectives, Priorities

• Goals for reading achievement are clearly
  defined, anchored to research, prioritized in
  terms of importance to student learning, commonly
  understood by users, consistently employed as
  instructional guides by teachers of reading.

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Goals, Objectives, and Priorities

• Example Statement
• I have the same expectations for a students
  reading skills as my peers who teach the same
  grade.
• Nonexample Statement
• I am not sure what my fellow teachers are doing.
  I assume they do the same things that I do.

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Example and Nonexample Statements(Can you tell
which are which?)

• I know exactly what my students should be able to
  do at each point of the school year and can
  describe what that looks like to anyone who asks.
  
• I believe that each child learns differently and
  that they will all eventually learn at their own
  pace.
• I know what to expect a child to be able to do
  when they enter my room in the fall and I know
  what the next years teacher expects them to come
  in with as well.
• I understand the urgency and importance of having
  all students reach the goals at the right time.
• I teach the curriculum but some kids are just
  better readers than others.

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GoalsA Set of Strategic, Research-Based,
Measurable Goals to Guide Instruction,
Assessment, and Learning

• Specific goals that include targeted, measurable,
  outcomes with a precise time frame.
• Reading and literacy goals aligned with big
  ideas in beginning reading.
• Curriculum-based or standards-based 180-day
  pacing maps.
• Clear goals and expectations for each grade
• Reliance on research to determine what to teach
  and when to teach it

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Goals

• I will become a better person
• I will organize my desk
• I will volunteer at the youth center over the
  summer
• I will grade half of these tests by the time
  American Idol starts

General Specific
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Goals

• Goals that are specific include targeted,
  measurable outcomes (how much/how well)
• Goals that are specific include a precise time
  frame (by when)

I will grade half of these tests by the time
American Idol starts.
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Goals

• All students will read at or above grade level by
  the end of grade three.
• All second grade students will read 110 correct
  words per minute in grade level text by the end
  of the year.

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In reading, specific goals provide a detailed map
to guide instruction, assessment and learning.

• Reading Goals
• Tell you what to teach and when
• Provide a framework for determining whether
  students are learning enough
• Provide a framework for determining whether
  instruction is meeting the needs of all students

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Goals Aligned With Big Ideas in Reading

• Phonemic Awareness
• Alphabetic Principle
• Accuracy and Fluency with Connected Text
• Vocabulary Development
• Comprehension

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Team Breakout Activity

• Consider your current school improvement goals
• Are your goals measurable?
• Do they address the needs of each and all
  students?

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Goals Curriculum Maps (Simmons Kameenui, 1999)

• Organized by big ideas for each grade level
• Provide curriculum-based 180-day pacing maps
• Provide specific goals and outcomes for each
  grade (i.e., what to teach and when)
• Based on research in beginning reading

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Using Curriculum Maps to Plan Instruction Based
on Goals

• Goals and objectives are
• Clearly defined and quantifiable at each grade
  level and across grade levels
• Prioritized and dedicated to essential elements
  (i.e., phonemic awareness, phonics, fluency,
  vocabulary, and comprehension).
• Used to guide instructional and curricular
  decisions
• Used to communicate between teachers,
  administrators, and specialists to evaluate
  student learning and improve practice.

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Curriculum-based or Standards-based 180-day
Pacing Maps Mapping of Instruction to Achieve
Instructional Priorities Second Grade
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How to Read Curriculum Maps
Months
X Instructional Emphasis
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Example Kindergarten Phonemic Awareness
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Curriculum Maps
What is a high priority phonemic awareness skill
in kindergarten?
Identifies first sound in 1-syllable words
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Curriculum Maps
During what months should instruction focus on
this skill?
Months two, three, four and five of school
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Curriculum Maps
Is there a measurable DIBELS benchmark associated
with this skill?
25 initial sounds per minute by Month five of
Kindergarten
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Team Breakout Activity

• Complete Curriculum Map Breakout Activity
• Work in pairs, choosing a grade level to focus
  on.
• Answer the following questions for each of the
  big ideas using the curriculum map for the grade
  chosen.
• What is a high priority skill in my grade level
  for a specific instructional priority (i.e.,
  phonemic awareness)?
• During what months should instruction focus on
  this skill?
• Is there a measurable DIBELS benchmark associated
  with this skill?

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Curriculum Maps Goals

• The Curriculum Maps are only one example of
  schoolwide reading goals.
• Other examples include state or local reading
  standards or frameworks.
• It is important that your instruction be aligned
  with district and state standards.

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Team Breakout Activity
Activity Complete Section 1 of the PET-R Using
the PET-R to Evaluate a Schoolwide Reading
Program Objectives, Goals, Priorities Review and
Complete each item As a school team, report one
common score for each item and document the
information sources available to substantiate the
score reported.
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How are we doing?

• Guiding questions What is our current level of
  performance as a school? How far do we need to go
  to reach our goals and outcomes?

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PET-RSection II Assessment

• Instruments and procedures for assessing reading
  achievement are clearly specified, measure
  essential skills, provide reliable and valid
  information about student performance, inform
  instruction in important, meaningful, and
  maintainable ways.

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Section II Assessment
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Assessment

• Example Statements
• I receive and use the results of assessments
  promptly to differentiate instruction.
• Nonexamples statements
• All of my students are assessed but I rarely see
  the resulting data.

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Examples and NonexamplesCan you tell which are
which?

• I assess my students but I am not sure how to use
  the information to adjust my instruction.
• I only use assessments that are efficient and
  maximize my teaching time.
• I only use assessments that measure meaningful
  student outcomes.
• I assess my students in lots of skills but I am
  not sure which ones are most important.

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Purposes of Assessment in the Schoolwide Model

• Teaching without assessment is like driving a
  car at night without headlights.
• Assessment for all children must
• Focus on essential, important skills
• Be instructionally relevant
• Be efficient to administer
• Be sensitive to change in skill performance
• Measure fluency of performance

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Reading Assessment For Different Purposes

• An effective, comprehensive reading program
  includes reading assessments for four purposes
• Outcome Provides a bottom-line evaluation of
  the effectiveness of the reading program in
  relation to established performance levels.
• Screening Designed as a first step in
  identifying children who may be at risk for
  delayed development of academic failure and in
  need of further diagnosis of their need for
  special services or additional reading
  instruction.

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Reading Assessment for Different Purposes

• An effective, comprehensive reading program
  includes reading assessments for four purposes
• Diagnosis -- helps teachers plan instruction by
  providing in-depth information about students
  skills and instructional needs.
• Progress monitoring Determines through frequent
  measurement if students are making adequate
  progress or need more intervention to achieve
  grade-level reading outcomes

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Outcome Assessment

• Purpose to determine level of proficiency in
  relation to norm or criterion
• When Typically administered annually. Can be
  administered pre/post to assess overall growth.
• Who All students
• Relation to instruction Provides index of
  overall efficacy but limited timely instructional
  information

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Screening Assessment

• Purpose To determine children who are likely to
  require additional instructional support
  (predictive validity)
• When Early in the academic year or when new
  students enter school
• Who All students
• Relation to Instruction Most valuable when used
  to identify children who may need further
  assessment or additional instructional support.

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Diagnostic Assessment

• Purpose Frequent, timely measures to determine
  whether students are learning enough of critical
  skills
• When At minimum, 3 times per year at critical
  decision making points
• Who All Students
• Relation to Instruction Indicates students who
  require additional assessment and intervention

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Progress Monitoring Assessment

• Purpose To provide specific information on
  skills and strategy needs of individual students
• When Following screening or at points during the
  year when students are not making adequate
  progress.
• Who Selected students as indicated by screening
  of progress monitoring measures or teacher
  judgment
• Relation to Instruction Provided specific
  information on target skills highly relevant.

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Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)

• A Valid and Reliable Schoolwide Assessment System
  to Monitor Progress in Early Grades
• Assessment linked to big ideas
• Schoolwide assessment system established and
  maintained
• Assessment used to monitor progress for all
  students 3 times per year
• To enable early identification

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Essential Features of DIBELS(Dynamic Indicators
of Basic Early Literacy Skills)

• Preventing Reading Difficulties Through Early
  Identification
• Dynamic Responsive to Changes in Student
  Performance
• Identifies students who need additional support
• Evaluates student response to intervention
• Indicators Focused on an Essential Skill
• Enables assessment to be efficient
• Basic Early Literacy Skills Relevant to
  Instructional Planning
• Links essential literacy skills to prevent
  reading failure

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A Schoolwide Assessment System

• Each measure has a research-based goal
• Two parts to every goal
• How much/how well?
• By when?

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The Need for Results-Focused Assessment

• Instructional Time is Precious
• DIBELS measures do not assess all aspects of
  reading
• Short duration fluency-based measures
• Some Skills are More Important Than Others
• Assesses skills predictive of later reading
  proficiency
• Provides timely feedback to enable responsive
  intervention
• Allows early identification of students who need
  instructional support

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Relation of DIBELS to Purposes of Assessment

• Utility of DIBELS

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Team Breakout Activity

• Complete Section II of the PET-R
• Review and Complete each item
• As a school team, report one common score for
  each item and document the information sources
  available to substantiate the score reported.

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How Are We Doing?

• Guiding Question What is an area of strength in
  assessment for your school?

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PET-R

• Section III
• Instructional Programs and Materials
• The instructional programs and materials have
  documented efficacy, are drawn from research
  based findings and practices, align with state
  standards and benchmarks, and support a full
  range of learners.

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Instructional Programs and Materials

• Example Statement
• We analyzed the core basal as it relates to
  important skills and timelines and are sure it is
  systematically laid out to explicitly teach the
  important skills at the right time and in the
  right sequence.
• Nonexample Statement
• I am not sure how the skills and sequencing of
  the program we use match research recommendations

89
Examples and NonexamplesCan you tell which is
which?

• I use the curriculum that is provided but I am
  not aware of any information on how effective it
  is.
• We have identified and acquired programs of
  proven effectiveness to accelerate learning in
  areas where students skills are lagging.

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Why Focus on a Reading Program?

• Aligning what we know and what we do to maximize
  outcomes.
• The research literature on critical skills
  children need to be successful readers is
  compelling.
• Much classroom practice is shaped by reading
  programs
• Publishers have responded to the research and
  redesigned programs.
• A program provides continuity across classrooms
  and grades in approach.
• Many state standards are using research to guide
  expectations.

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Schoolwide Reading Support Prevention/Interventio
n
based on Kame'enui, Simmons, Coyne, Harn (2003)
92
Instruction Programs
Adoption and Implementation of Research-Based
Reading Programs That Support the Full Range of
Learners

• A core instructional program of validated
  efficacy adopted and implemented schoolwide
• Supplemental and intervention programs to support
  core program
• Programs and materials emphasize big ideas
• Programs implemented with high fidelity

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Core ProgramA Core Instructional Program of
Validated Efficacy Adopted and Implemented
Schoolwide

• A core program is the base reading program
  designed to provide instruction on the essential
  areas of reading for the majority of students
  schoolwide. In general, the core program should
  enable 80 or more of students to attain
  schoolwide reading goals.

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Understanding the Purpose of Different Programs

• Programs are tools that are implemented by
  teachers to ensure that children learn enough on
  time.

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Programs Implemented with High Fidelity

• Programs are only as good as the level of
  implementation
• To optimize program effectiveness
• Implement the program everyday with fidelity
  (i.e., the way it was written)
• Deliver the instruction clearly, consistently,
  and explicitly (e.g., model skills and
  strategies)
• Provide scaffolded support to students (e.g.,
  give extra support to students who need it)
• Provide opportunities for practice with
  corrective feedback (e.g., maximize engagement
  and individualize feedback)

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Why Focus on Big Ideas?

• Intensive instruction means teach less more
  thoroughly.
• If you dont know what is important, everything
  in.
• If everything is important, you will try to do
  everything.
• If you try to do everything, you will be asked
  to do more.
• If you do everything you wont have time to
  figure out what is important.

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Evaluating Core Programs Instructional Content

• Essential elements of scientifically based
  programs include
• Phonemic awareness instruction
• Systematic, explicit phonics instruction
• Fluency instruction
• Vocabulary instruction
• Comprehension instruction

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Changing Emphasis of Big Ideas
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How Do We Enhance Instruction and Learning?
Alter the fewest number of factors possible that
provide the greatest return.

• Remember
• The focus must be on factors over which you have
  jurisdiction
• Program program emphasis
• Time (opportunities to learn)
• Grouping structures
• Quality of instruction program implementation

100
How Do We Enhance Instruction Learning?

• Caution If you change the research based
  elements of the program, your students may not
  achieve the same results as the students in the
  research you hope to replicate.
• For example, the 3 research based strategies of
  Read Naturally are
• Teacher Modeling, Repeated Reading, and Progress
  Monitoring.
• What might we expect
  if the teacher
• decided not to have the students
  listen to the tape?
• decided not to have the students
  read the story more than once?
• decided to have the students
  read the stories but not time
• them before and
  after they practice?

101
Critical Elements in Core and Supplemental
Reading Programs
http//oregonreadingfirst.uoregon.edu/curriculum_r
eview.php
Curriculum Review Consumer's Guides Consumer's
Guide to Evaluating a Core Reading Program Grades
K - 3 A Critical Elements Analysis Consumer's
Guide to Evaluating Supplemental and Intervention
Reading Programs Grades K - 3 A Critical
Elements Analysis
102
How do we enhance instruction and learning?

• Features of well-designed programs include
• Explicitness of instruction for teacher and
  student
• Making it obvious for the student
• Systematic supportive instruction
• Building and developing skills
• Opportunities for practice
• Modeling and practicing the skill
• Cumulative Review
• Revisiting and practicing skills to increase
  strength
• Integration of Big Ideas
• Linking essential skills

103
PET-RSection IV Instructional Time

• A sufficient amount of time is allocated for
  instruction and the time allocated is used
  effectively.

104
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105
Instructional Time

• Example Statement
• I know that I can keep focused on instruction
  during our reading block because that time is
  protected from all interruptions.
• Nonexample Statement
• It is not uncommon for someone to knock on my
  door or make an announcement over the intercom
  when I am teaching reading.

106
Examples and NonexamplesCan you tell which are
which?

• All teachers in our school provide at least 90
  minutes of literacy instruction daily.
• I minimize downtime and time spent in transitions
  and provide students with many opportunities each
  day to practice important skills.
• I dont get to teach reading everyday because of
  interruptions or other things in the schedule.
• I know the most effective methods to teach the
  important skills.

107
Instruction Time

• Schoolwide plan established to allocate
  sufficient reading time and coordinate resources
• Reading time prioritized and protected from
  interruption
• Provides a clear and consistent message that
  reading improvement is important and a schoolwide
  priority
• Maximizes the likelihood that students will
  receive uninterrupted (and therefore engaged)
  reading time
• Ensures that all students get sufficient time
  scheduled for reading instruction
• Ensures that time for reading instruction is
  consistent for students across classrooms
• Increases the ability to use and coordinate
  resources and staff

108
Instruction Time

• Instructional time allocated to reading should be
  dictated by the schoolwide plan
• Examples of this may be the schoolwide decision
  to allocate a 90/30/30 minute model
• A schoolwide plan reduces the variance in
  instructional time among teachers

109
Three Types of Instructional Time

• Allocated
• Actual
• Academic Learning Time Time children are engaged
  in tasks in which they can be highly successful

110
Organization and the Use of Time

• Maximizing students reading engaged time is
  the biggest single indicator of reading
  achievement.
• Time spent with arts and crafts, active play, or
  child selection of activities always produced a
  negative correlation with reading achievement.

111
Sample Time Allocations Grade 2
112
A Schoolwide Beginning Reading Model

• Ongoing progress monitoring and instructional
  adjustments that allow for differentiated and
  individualized instruction for EACH student
• Schoolwide framework or infrastructure that
  supports comprehensive and coordinated reading
  goals, assessment and instruction for ALL students

113
PET-RSection V Differentiated
Instruction/Grouping/Scheduling

• Optimize learning for all students by tailoring
  instruction to meet current levels of knowledge
  and prerequisite skills and organizing
  instruction to enhance student learning.

114
Instruction Grouping Instruction, Grouping, and
Scheduling That Optimizes Learning

• Differentiated instruction aligned with student
  needs
• Creative and flexible grouping used to maximize
  performance
• Note Use student data from benchmark and
  progress monitoring assessments to guide you in
  grouping and scheduling

115
Differentiated Instruction/Grouping/Scheduling

• Example Statement
• I teach using a combination of whole group and
  small group settings based on the needs of the
  students and the skill being taught.
• Nonexample Statement
• I typically use whole group and independent seat
  work for instruction.

116
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117
Examples and NonexamplesCan you tell which is
which?

• I provide significant additional opportunities
  for practice and feedback on lagging skills for
  students who are behind.
• Extra systematic instruction and practice for
  students who are behind is the job of the reading
  specialist.
• I believe that each student learns at a different
  pace and they all will eventually will get it.
• I extend learning for those who already have
  mastered the critical skills.
• I believe that all kids can read at grade level
  and see it as my job to get them there.

118
Differentiated Instruction Aligned with Student
Needs

• Examples
• Students are grouped based on skill level
  (assessment results)
• Specified intervention and supplemental programs
  are implemented depending on student needs and
  profiles
• Groups are reorganized based on changes in
  student skill as assessed by regular progress
  monitoring data with the DIBELS

119
Progress Monitoring

• Early identification and frequent monitoring of
  students experiencing reading difficulties
• Performance monitored frequently for all students
  who are at risk of reading difficulty
• Data used to make instructional decisions
• Example of a progress monitoring schedule
• Students at low risk Monitor progress three
  times a year
• Students at some risk Monitor progress every
  month
• Students at high risk Monitor progress every
  other week

120
Data Used to Make Instructional Decisions

• Are we meeting our goals?
• Did we do better this year than last year?
• Is our core curriculum and instruction working
  for most students?
• How do we match instructional resources to
  educational needs?
• Which children need additional resources to be
  successful?
• Which children need which skills?
• How well is intervention/instruction working?
• Is instruction working for some groups but not
  others?
• Is intervention effective?

121
Instructional Adjustments

• Ongoing Instructional Adjustments Based on
  Assessment Data to Meet the Needs of Each Student
• Instructional programs, grouping, and time are
  adjusted and intensified according to learner
  performance and needs.
• Making instruction more responsive to learner
  performance

122
Instructional Adjustments
Grouping Reduce group size
123
Instructional Adjustments
Program Efficacy Preteach components of core
program
124
Instructional Adjustments
Coordination of Instruction Meet frequently to
examine progress
125
Flexible Grouping Used to Maximize Performance

• Grouping Options
• Students
• Within class, across class, across grade
• Size
• Whole class, small group (e.g. 3-8), one-on-one
• Organization
• Teacher led, peer tutoring, cooperative learning
• Location
• In classroom, outside of classroom

126
Instruction Grouping

• To effectively differentiate instruction, schools
  need to
• Use assessment results to determine student needs
  and profiles
• Group students based on instructional needs
• Regroup students as performance changes
• DIBELS Class List reports will be helpful in
  making grouping decisions

127
Class Lists

128
Class List Report

• The Class List and Grade List reports provide
  information on individual students at a given
  assessment period. The Class List report includes
  all the students from one class.
• The Class List Report shows
• the raw scores of each student's performance on
  each measure
• the status category (i.e., at risk, some risk,
  low risk or deficit, emerging, established) for
  the students score on each measure
• percentile ranks for the students score on each
  measure to show the student's performance in
  relation to all participating students in the
  district.
• instructional recommendations based on a summary
  of each student's performance on all of the
  measures.

129
DIBELS Report Terminology
130
Class List Report PDF
131

• Questions 1) How many students need additional
  support? 6
• 2) What skill should already be
  established? Phonemic Awareness/PSF
• 3) How many do not have it established?
  10
• 4) What is the next priority benchmark to
  be reached? Alphabetic Principle/NWF
• 5) How many are at risk in nonsense word
  fluency? 8
• 6) Why does the Instructional
  Recommendation show only 6 needing some
  level of support? IR is based on performance on
  all measures

132
Guidelines for Class List Reports

• Instructional recommendations are guidelines
  only.
• Important to validate need for support if there
  is any question about a childs score.
• Focus resources on children who need additional
  support.

133
Team Breakout Activity

• Complete Sections III-V of the Planning
  Evaluation Tool
• Review and Complete each item
• As a school team, report one common score for
  each item and document the information sources
  available to substantiate the score reported.

134
PET-RSection VI Administration/Organization/Comm
unication

• Strong instructional leadership maintains a focus
  on high-quality instruction, organizes and
  allocates resources to support reading, and
  establishes mechanisms to communicate reading
  progress and practices.

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136
Administration/Organization/ Communication

• Example Statement
• Grade level and/or teacher teams exist and meet
  regularly to analyze student progress data and
  plan instruction.
• Nonexample Statement
• We dont talk about or promote specific reading
  goals. The teachers are all professionals and
  have their own ways to teach students.

137
Examples and NonexamplesCan you tell which are
which?

• We have never shared information on reading
  progress with our board.
• My principal and/or leadership team monitors the
  progress data of our students on a regular basis
  and provides direction or support when necessary.
• We regularly share our data with the school board
  and keep them up to date on the effectiveness of
  our reading program.
• My principal trusts that everybody is doing a
  good job in teaching reading and rarely looks at
  our data.
• Classroom, Title I, Special Education, and
  Reading Support Teams do not systematically
  coordinate their efforts for the instruction of
  all students

138
Leadership Support

• Strong and Informed Instructional Leaders
  Maintain Focus and Establish Mechanisms to
  Support Reading Progress
• Administrators develop a coherent plan for
  reading instruction
• Leaders organize resources and personnel to
  support reading instruction
• A communication plan coordinated with all
  individuals responsible for teaching reading

139
Leadership Teams

• The use of teams at various levels to analyze
  data, plan instruction and offer support can be
  very effective in promoting cohesion and
  communication of reading goals.
• Types of Teams
• District Team (for larger districts)
• School Improvement Team/Building Level Team/You
• Grade Level Team (might contain more than one
  grade for smaller schools. e.g. K-1, 2-3, 4-5)
• Student Assistance Teams

140
Team Breakout Activity

• Review the recommended team format on the handout
  entitled Leadership Teams
• How will these functions be addressed in your
  school building?
• What will your team structures look like?

The intent is not to create more teams and more
meetings, but to get the job done. The MiBLSi
Folks
141
PET-RSection VII Professional Development

• Adequate and ongoing professional development is
  determined and available to support reading
  instruction.

142
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143
Professional Development

• Example Statement
• The principal or another teacher regularly
  observes and provides feedback for me to improve
  my skills.
• Nonexample Statement
• I seldom collaborate with others on reading
  instruction nor have I been observed with the
  specific intent to review effective instructional
  practices in reading.

144
Examples and NonexamplesCan you tell which is
which?

• I have been adequately trained to teach reading
  effectively to the full range of students in my
  room.
• We have a choice as to what professional
  development opportunities we take advantage of.
  There is no mandatory systematic plan to support
  improved reading instruction.
• Professional development in our building goes
  beyond a workshop. We actually try what we have
  learned and monitor the effectiveness of the
  change.

145
Professional DevelopmentAn Integrated System of
Research-Based Professional Development and
Resource Allocation

• Ongoing professional development is established
  to support teachers in the implementation of
  programs.
• Time is allocated for educators to analyze, plan,
  and refine instruction.
• Professional development efforts are explicitly
  linked to scientifically based programs and
  practices.

146
Team Breakout Activity

• Complete Sections VI and VII of the PET-R
• Review and Complete each item.
• As a school team, report a common score for each
  item and document the information sources
  available to substantiate the score reported.

147
What does a MiBLSi school look like when they
have a comprehensive schoolwide model for reading?
148
A MiBLSi School

• Has clearly defined, quantifiable goals that are
  linked to the essential elements and guide
  instructional decisions.
• Uses DIBELS as its primary screening and progress
  monitoring measure and as an outcome measure.
  Teachers use DIBELS data to group students and
  inform instruction.
• Has adopted a research-based core program and is
  implementing that program faithfully with those
  students who are appropriately placed.
• Has purchased and is implementing faithfully
  research-based supplemental programs to fill the
  gaps within the core program and to provide
  additional instruction and practice in essential
  components for those students who need it.
• Has purchased and is implementing faithfully
  research-based intervention programs to meet the
  needs of those students who do not benefit from
  the core instruction.

149
A MiBLSi School

• Dedicates at least 90-minutes to reading
  instruction daily, including a minimum of 30
  minutes small-group teacher-directed reading
  instruction for all students
• Provides additional instructional time for those
  students who fail to make adequate reading
  progress
• Determines group size, instructional time, and
  instructional programs according to learner
  performance
• Has a schoolwide reading plan which includes a
  targeted instructional map for Benchmark,
  Strategic, and Intensive students in each grade
  level. All teachers participate in this plan.
• Establishes leadership teams (e.g., District
  team, School Improvement team, Grade-level team)
  to analyze reading performance and plan
  instruction, ensuring that instruction is
  coordinated across grades and special services.
• Schedules ongoing high quality professional
  development to support teachers and instructional
  staff, including time for teachers to analyze,
  plan, and refine instruction.

150
Team Breakout Activity
Double Dose Bethel School Districts Intensive
Reading Program Adds Beefed-Up Instruction for
At-Risk Readers from Day One Catherine Paglin
OEA JUNE 2003

• Individually read the above article provided in
  your binders. When finished, answer the
  following questions with your team members
• What critical changes did this school make to
  increase the percentage of proficient readers?
• Are there any features of this school that are
  similar to how your own school operates?
• What changes might your school consider to
  improve your students reading?

151
Using the Results of the PET-R to create an
action plan for your school
152
Team Breakout Activity

• School Summary Score
• After your team evaluates current practices on
  all 7 sections, proceed to page 11 in the PET
• Summarize the total score for each element and
  write that score plus the percent attained of the
  possible total in the spaces provided
• Sum your total school score and percentage
• Retain a copy of this document for planning
• Turn in one copy of page 11

153
Team Breakout Activity

• Reading Action Plans
• Locate the MiBLSi Master Action plan in your
  binder
• With your team, review the scores on the PET
  Individual Summary to identify three areas in
  which you want to focus for the coming year
• Example goals include
• Establish and implement a schoolwide assessment
  system.
• Refine and prioritize reading goals objectives.
  
• Select, adopt, and implement a core reading
  program
• Once refined, document the goal (what), who will
  be responsible, and when the goal will be
  accomplished
• Retain a copy of this document for planning and
  make a copy to submit

154
Assignments

• Schedule a meeting to occur before your Strategic
  Reading training day with the following goals for
  the day being
• Review core alignment with the systematic and
  explicit instruction of the big ideas
• Set a schedule for the teams for the balance of
  the school year
• Share this information with your entire staff