Developed by the Central Regional Reading First Technical Assistance Center

1. Building Instructional Leadership WorkshopA presentation of the National Center For Reading First Technical Assistance Developed by the Central Regional Reading First Technical Assistance Center Vaughn Gross Center for Reading and Language Arts The University of Texas at Austin College of Education

2. Action Plan for Building Instructional Leadership Like building a structure, building effective instructional leadership requires: Vision worth building Successful readers Clear set of steps to take Reading First plan Solid foundation SBRR Talented crew Leadership team Dedicated leader(s) Superintendent, Principal

3. Overview of Reading First Instructional Leadership Understanding Scientifically Based Reading Research(SBRR) within Reading First Establishing Reading First Instructional Goals Data-Driven Decision-Making Promoting Instructional Effectiveness Monitoring and Evaluating Reading First Progress Action Plan (cont.)

4. What Is Reading First? • Authorized under Title I, Part B, Subpart 1 of the Elementary and Secondary Education Act of 2000 (No Child Left Behind). • Academic cornerstone of No Child Left Behind. • Six-year entitlement grants to State Educational Agencies (SEA)

5. What Is Reading First? • SEA awards competitive subgrants to Local Educational Agencies (LEA) for eligible Title I schools for K-3 Reading. • Funding for SEA to provide technical assistance to the LEA and schools receiving Reading First subgrants.

6. What Is Reading First? • Funding for SEA to provide professional development for all K-3 teachers, all K-12 special education teachers and all administrators.

7. The Purpose of Reading First Ensure that all children in America learn to read well by the end of third grade so they are well prepared to achieve their full academic potential. Reading First Guidance, p. 1

8. What’s Different about Reading First • Is the largest–and most focused–early reading initiative this country has ever undertaken. • Emphasizes ongoing professional development with classroom support: • Scientifically based reading research (SBRR) • Research-based program implementation • Use of rigorous assessments Reading First:

9. What’s Different (cont.) • Focuses on the five essential components of reading. • Holds states and districts accountable for improving student reading achievement. Reading First: “Programs funded under Reading First will have to demonstrate their ability to address these components in a comprehensive and effective manner.” (Reading First Guidance, p. 2)

10. Managerial Administrator/Supervisor Political Negotiator/facilitator Instructional Leader/educator with a strong focus on improving instruction and student achievement What’s Different (cont.) Reading First: • Requires a shift in school leadership priorities. Reading First

11. Discuss What needs to happen in Reading First schools so leaders can focus on instruction? Reading First Leadership Instructional Leader/educator with a strong focus on improving instruction and student achievement Managerial Administrator/Supervisor Political Negotiator/facilitator

12. Role of the State Reading Specialist • Provides leadership and technical assistance to Reading First grantees as requested and through regular on-site monitoring visits • Assesses the progress made in improving student reading performance and implementation of the core program as described in the school’s original proposal • Coordinates Reading First activities regionally • Serves as consultant to Reading Coach and Principal as relates to Reading First requirements.

13. Literacy Leadership Teams Include knowledgeable and dedicated educators: • Superintendents • Principals • Assistant Principals • Curriculum Directors • Coaches • School Psychologists • Counselors • Reading Specialists • Lead General and Special Education Teachers

14. Team Characteristics Literacy Leadership Teams: • Understand SBRR and SBRI • Set goals and focus on a course of action • Monitor progress using assessment data • Communicate a sense of urgency • Provide continual and supportive professional development • Facilitate organizational support

15. Roles and Responsibilities Define and communicate roles of each member of the Reading First leadership team. Handout 1

16. Discuss How can conflicts in policy and practice occur (e.g., district assessment plans versus Reading First assessment plans)? Working Together All Levels –State, District, and School– Must Work Together to Successfully Implement Reading First.

17. Taking a Closer Look at the Principal’s Role • Learning • Communicating • Monitoring and coordinating • Supporting • Overseeing and organizing • Fostering Improvement in reading instruction within a school depends on the principal’s ACTIVE and INFORMED involvement.

18. Taking a Closer Look at the Reading First Coach’s Role Improving classroom reading instruction by: • Helping teachers and administrators use assessment data • Sharing expertise • Demonstrating lessons • Observing teachers’ instructional practices Coaches are NOT evaluators or administrators.

19. Making a Difference • Schools with STRONG INSTRUCTIONAL LEADERS show SIGNIFICANTLY GREATERSTUDENT GAINS in both reading and mathematics than schools with average or weak leaders (Andrews & Soder, 1987) Strong instructional leaders: • are regularly in the classroom • work collaboratively with teachers • are key to ensuring successful readers

20. Discuss How can instructional leaders maintain this CONSTANCY of purpose? Constancy of Purpose “What emerges from most of the research and studies on what behaviors are most characteristic of outstanding instructional leaders is the CONSTANCY with which they act on behalf of what is best for students throughout the many functions they perform day in and day out.” (Gupton, 2003, p. 65)

21. Reflections Overview of Reading First Instructional Leadership Vision worth building Clear set of action plans Solid foundation Talented crew Dedicated leader(s) Successful readers Reading First plan SBRR Leadership team Superintendent Principal

22. Overview of Reading First Instructional Leadership Understanding Scientifically Based Reading Research (SBRR) within Reading First Establishing Reading First Instructional Goals Promoting Instructional Effectiveness Monitoring and Evaluating Reading First Progress Action Plan for Building Instructional Leadership Data-Driven Decision-Making

23. Why SBRR? “Research on reading instruction, perhaps more than any other area of education, is ready for application in the classroom. To do that will require that many deeply held beliefs be set aside in favor of what the evidence has proven beyond a reasonable doubt.” Sweet, 2004, p. 40

24. Discuss How can you provide continuous access to SBRR for your leadership teams and teachers? SBRR Resources www.nationalreadingpanel.org www.nifl.gov/partnershipforreading/publications/reading_first1.html

25. Activity Taxonomy of SBRR/SBRI Knowledge • Read the examples on the handout • Place a checkmark in front of the example if you can confidently answer “Yes” to the question Handout 4

26. Target areas: Phonemic Awareness–the ability to hear, identify, and manipulate (work with) individual sounds–phonemes–in spoken words K, 1 Phonics– an understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spelling that represent those sounds in written language K, 1, 2, 3 Fluency– reading accurately, quickly, and with expression (prosody) 1, 2, 3 Vocabulary–knowledge of word meanings K, 1, 2, 3 Comprehension– the ability to understand or get meaning from text K, 1, 2, 3 Explicit and Systematic Instruction in the Five Essential Components of Reading

27. Activity Quick Reading Knowledge Survey (QRKS) - Complete the (QRKS) handout Handout 5

28. Features of Effective Reading Instruction • Use of assessment data to inform instruction and determine student progress • Grouping • Planning instruction • Delivering targeted instruction and intervention to address students’ instructional needs • Monitoring student progress toward grade-level standards/benchmarks

29. Purpose Target Population Screening Identify students who are at risk for or have reading difficulties and need additional support. All Students Diagnosis Provide in-depth information about students’ reading strengths and needs to inform instructional decisions. At-Risk Classroom-Based Instructional Assessments/ Progress Monitoring Determine whether students are making adequate progress or need more support to achieve grade-level reading outcomes. All Students Outcome Evaluate the effectiveness of a total reading program and determine students’ overall reading achievement. All Students Taking a Closer Look:Reading First Assessments

30. Features of Effective Reading Instruction • Core, supplemental, and intervention reading programs and materials grounded in SBRR • Explicit and systematic instruction in the five essential reading components Handout 6

31. Taking a Closer Look:Explicit and Systematic Instruction Explicit instruction: • Is concrete and visible • Uses clear and concise language • Models concepts and skills • Provides multiple examples Systematic instruction: • Is purposeful and sequential • Follows a carefully designed plan • Breaks tasks into manageable steps Students receive extensive support as they practice and apply newly learned concepts and skills. Handout 7

32. Activity Snapshots of Reading Instruction • Read the assigned lesson snapshot • Determine which essential reading component is addressed • Identify an example of each feature of effective instruction incorporated in the lesson Handout 8

33. Features (cont.) • Alignment to established grade-level standards and benchmarks • Differentiated instruction to meet the needs of individuals and groups of students • Minimum of 90 minutesprotected, uninterrupted core reading instruction • Additional instructional time for intervention

34. Taking a Closer Look:Differentiated Instruction • Using assessment data to inform instruction • Administering assessments and only reporting results NOT • Teaching targeted small groups • Using only whole class instruction NOT • Using flexible grouping • Using small groups that never change NOT • Matching instructional materials to student ability • Using the same reading text with all students NOT • Tailoring instruction to address student needs • Using the same assignments for the entire class NOT

35. Purpose Maximize student engagement and time on task by providing more opportunities for students to respond and participate. Instructional Materials Programs and materials are research-based, emphasize the essential components of reading, and are aligned with the core program. Grouping Students are taught in teacher-directed, small, same-ability groups of 3 to 5 students (or fewer). Instructional Focus Instruction targets essential reading components based on each student’s needs. Time Instructional time is increased (e.g., 30 minutes) beyond the core reading block. Discuss How are differentiated instruction and interventions delivered in your schools? Taking a Closer Look: Interventions

36. Overview of Reading First Instructional Leadership Understanding Scientifically Based Reading Research (SBRR) within Reading First Establishing Reading First Instructional Goals Promoting Instructional Effectiveness Monitoring and Evaluating Reading First Progress Reflections Data-Driven Decision-Making Data-Driven Decision-Making

37. Reflections Break

38. Data-Driven Decision-Making Action Plan for Building Instructional Leadership Overview of Reading First Instructional Leadership Understanding Scientifically Based Reading Research (SBRR) within Reading First Establishing Reading First Instructional Goals Promoting Instructional Effectiveness Monitoring and Evaluating Reading First Progress

39. Discuss What are the key ideas in this quote? Bridging the Gap “The scientific evidence has taught us that reading must be taught–directly and systematically–and that the children most at risk require the most systematic instruction with the best prepared teachers . . . . . . there remains an unforgivable gap between what we know about reading development and effective reading instruction and the instruction provided in many of our schools. This must stop. There are no more excuses.” (Lyon, Shaywitz, Chhabra, & Sweet, 2004, p. 174)

40. Ensure you have a working knowledge of instructional core, supplemental, and intervention programs. Establish clear standards Monitor fidelity to the program and consistency Provide resources and materials Help coordinate reading programs Conduct supportive instructional visits Discuss How can you help teachers understand the differences between instructional visits versus performance evaluations? Promoting Instructional Effectiveness: Instructional Programs Handout 16

41. Ensure a thorough understanding of assessment administration and data interpretation to inform and differentiate instruction Adhere to a timely assessment schedule Facilitate regular school, grade-level, and classroom meetings to analyze assessment data to inform instructional decisions Establish a system for identifying at-risk students and providing appropriate differentiated instruction and/or intervention Promoting Instructional Effectiveness: Assessment

42. Promote learning and the importance of reading. Establish clear procedures/rules Assist with classroom management so optimal learning can occur Encourage active student engagement and participation Promoting Instructional Effectiveness:Classroom Environment

43. Establish schedules that allocate a minimum of 90 minutes for core reading instruction with additional time for intervention. Protect against disruptions Think creatively when scheduling (language arts; intervention beyond the classroom) Discuss How have you scheduled instruction and intervention to meet Reading First requirements? Promoting Instructional Effectiveness:Scheduling

44. Support collaboration among teachers, the Reading First coach, and other instructional leaders. Establish an effective communication system Provide support for the Reading First coach Encourage teacher mentoring and peer-coaching Promoting Instructional Effectiveness:Leadership

45. Assist with, monitor, and attend ongoing professional development efforts Promoting Instructional Effectiveness:Professional Development Model life-long learning and continuous professional development.

46. Activity Planning and Implementing Effective Professional Development • Generate ways to use Handouts 19 and 20 to plan and implement professional development in your schools • List ideas Handouts 19 and 20

47. 1 Overview of Reading First Instructional Leadership Understanding Scientifically Based Reading Research (SBRR) within Reading First Establishing Reading First Instructional Goals Data-Driven Decision-Making Promoting Instructional Effectiveness Monitoring and Evaluating Reading First Progress Reflections

48. Panel Discussion Amherst County Madison Heights Elementary, Principal - Darlene Mack Reading First Coach - Hilda Stevens Central Elementary, Principal - Stephanie Prokity Reading First Coach - Kathy Mays Southampton County Nottoway Elementary School, Principal - Debra Hicks Reading First Coach - Kelli Gillette Panel Discussion

49. Three Tiered Reading Model • A prevention model designed to meet the instructional needs of all young readers by: • Identifying at-risk and struggling readers before they fall behind • Providing struggling readers with support throughout the first four years of schooling • A framework for delivering assessment-driven, differentiated reading instruction for all students This 3-tier model is not a new reading program.

50. Overview of the Three Tiers Tier I: Core classroom reading instruction, assessment of students’ progress three times per year, and ongoing professional development Tier II: Intervention and frequent progress monitoring that at-risk and struggling readers receive Tier III: Intensive intervention and frequent progress monitoring