Oregon Reading First Fall Cohort B Leadership Webinar

1. Oregon Reading First Fall Cohort B Leadership Webinar October 14, 2009

2. Purpose: Looking Back • Review Project-level Goals and Outcomes from 2008-2009 Looking Ahead • Discuss Data, Recommendations, and Actions/Targets for 2009-2010 Finally • ORFC schools are shaping future research and practices across the state and country!

3. How Important is School Leadership? • “…there are virtually no documented instances of troubled schools being turned around in the absence of intervention by talented leaders. While other factors within the school also contribute to such turnarounds, leadership is the catalyst.” Leithwood, Louis, Anderson, & Wahlstrom, 2004, p. 17

4. Looking Back………..

5. 2008-2009 Goals Kindergarten: • Increase student automaticity in whole word reading. First Grade • Provide targeted instruction, based on student need, to all strategic and intensive students.

6. What were our hypotheses? • Kindergarten • Of students who were at benchmark, many may not be established in beginning word reading skills (e.g., sound-by-sound reading vs. reading words as whole units). • First Grade • Too little progress in intervention programs (e.g., delayed starts, lesson pacing, etc.). • Difficulty targeting specific skill deficits for strategic students.

7. What did the ORFC do to focus on our goals? • Greater emphasis on providing instruction targeting student needs. • Provided detailed analyses of student performance on NWF. • Developed blending enhancements for ERI. • Created Quick Checkouts for K and 1st for Houghton Mifflin and Scott Foresman. • Provided Project-wide on-site PD and coaching. • Offered large group Professional Development and Coaching newsletters

8. Did we meet our goals for kindergarten? • Increase the percent of kindergarten students meeting the spring 2009 benchmark goal (80% - 95%) • 89% of kindergarteners established on PSF and 74% low risk on NWF-CLS • 78.4% of kindergarteners made adequate progress (an increase of 17.4% from spring 2006) • Increase student automaticity in whole word reading. • Winter 2009:80 students low risk and whole unit readers Spring 2009: 276 low risk whole unit readers (+196 students!) • Winter 2009 to Spring 2009 decrease of 200 students who were low risk reading words sound-by-sound

9. How have we measured automaticity in whole word reading? • Examined student performance on NWF in regard to specific decoding strategies proposed in previous research (Harn, Stoolmiller, & Chard, 2008): • Research has indicated that students who utilize more sophisticated decoding strategies (i.e., partial blending, whole word reading) had higher scores on measures of ORF.

10. Did we meet our goals for first grade? • Increase the percent of strategic and intensive students making adequate progress and meeting the benchmark goal. • Although the number of intensive students making AP have decreased from Years 1 - 4, the number of students classified as intensive has decreased by almost 50%. • Similarly, the number of strategic students making AP has decreased from Years 1 - 4) but the number of students classified as strategic has also decreased.

11. 2008/2009 EOY Data for Cohort B Students in Intervention Programs

12. Keepers! • More classroom teachers are collecting their own data and using it! • There is closer examination of student’s specific needs and targeting instruction on these deficits! • Have started small group instruction earlier in the year and are moving students sooner! • Greater number of principals conducting classroom walk-throughs and attending GLT meetings! • Improved coordination with Sped! • Kindergarten teachers know and work toward whole word readers! • First grade has a greater focus on connected text reading.

13. Looking Ahead………….

14. 2009-2010 Cohort B Data 62% N = 583 54% N = 503 41% N = 356 42% N = 394

15. Data Trends Suggest... • Intensive Students WILL continue to be intensive if they do not complete and master the appropriate number of lessons. • We continue to have a high number of kindergarten students coming in at risk (38%) who will need additional intensive instructional support to be able to meet end-of-year goals • 1st grade students continue to need additional blending support to be able to meet the goal of 15 words read correctly as whole units • A relationship exists between a student’s ability to read words correctly as whole units and their performance on ORF, even in the fall of 2nd grade.

16. What do literacy leaders need to continue to focus on to ensure ALL children will be readers……… Digging Deeper……….

17. K-3 Structural Recommendations for school leaders for 2009-2010 Focus first on structural pieces if they are not already in place……… • Provide training and coaching for all new teachers and IAs in the programs they are using in addition to other PD needed. • Ensure that coach and/or resident expert is trained in all reading programs being implemented in the building. • Ensure that small group instruction starts within the first few weeks and student progress is reviewed periodically so that appropriate changes can be made. • Ensure that additional catch-up instructional time is available for struggling students. • Coordinate instruction in order to provide consistency for students. • Administer, analyze, and discuss various data sources (e.g., DIBELS, phonics screener, in-program assessment data) at monthly GLTs. • Principal goals for each grade, walk-throughs,and participation in GLTs.

18. ORFC Instructional Recommendations for school leaders for 2009-2010 Kindergarten: Intensive Instruction • Establish and hold to pacing goals so K students complete RM L1 Lesson 135 and higher; ERI complete all 126 lessons using Enhancements; RW complete Unit 15 and higher. • Make sure that students in intervention programs are appropriately placed and mastering critical skills. This includes a focus on both re-teaching and accelerating when appropriate. • Beefy comprehension and vocabulary instruction. Kindergarten Strategic Instruction • Provide 30 minute (minimum) daily teacher-directed small group instruction (NEW small group preteach lesson formats!). Begin connected text reading as soon as it is introduced in the program. • Students who are struggling (I.e., low strategic) place in alternate core or intervention program. • Mastery Checkouts and re-teaching as needed. • Beefy comprehension and vocabulary instruction.

19. ORFC Recommendations for school leaders for 2009-2010 (continued) 1st Grade: intensive Instruction • Establish and hold to pacing goals so 1st grade students complete RM L2 Lesson 168 and higher; Horizons Level B; RW 1. What about ERI for 1st? • Place students who are not closing the gap in replacement core program sooner. • Make sure that students in intervention programs are appropriately placed and mastering critical skills. This includes a focus on both re-teaching and accelerating when appropriate. • Beefy comprehension strategy and vocabulary instruction. 1st Grade Strategic Instruction • Provide 30 minute (minimum) daily teacher-directed small group instruction (NEW Small group preteach lesson formats!) with at least 15-minutes of connected text reading EACH day! • Mastery Checkouts and Reteaching as needed. • Beefy comprehension and vocabulary instruction.

20. ORFC Recommendations for school leaders for 2009-2010 (continued) 2nd grade intensive instruction • Establish and hold to pacing goals so 2nd grade students complete RM Plus 3 lesson 120 or higher; Horizons C/D lesson 70 or higher • Place students who are not closing the gap in replacement core program sooner. • Make sure that students in intervention programs are appropriately placed and mastering critical skills. This includes a focus on both re-teaching and accelerating when appropriate. • Beefy comprehension strategy and vocabulary instruction. 3rd grade intensive instruction • Establish and hold to pacing goals so 3rd grade students complete RM Plus 5 to at least lesson 55; 160 lessons of Horizons C/D • Place students who are not closing the gap in replacement core program sooner. • Make sure that students in intervention programs are appropriately placed and mastering critical skills. This includes a focus on both re-teaching and accelerating when appropriate. • Beefy comprehension strategy and vocabulary instruction. 2nd and 3rd grade Strategic Instruction • Provide 30 minute (minimum) daily teacher-directed small group instruction (NEW Small group preteach lesson formats!) with at least 15-minutes of connected text reading EACH day!

21. New Small Group Lesson Formats! • For each daily lesson pre-selected words are provided to be used for the following activities: • Irregular Word Reading (Card #3) • Phonemic Awareness (Cards #5 & #6) • Teaching Sound Spellings (Card #7) • Blending Practice (Card #8) • Regular Word Reading (Card #3) • Decodable Text Reading (Card #11 or #12) • Dictation • Includes space for noting activities to be used for re-teaching and/or re-reading

23. Card #3 - Irregular WordsDo Say It, Spell It, Say It routine for the first four words. SF Enhancements for Small Group Lessons Unit 1 Week 3 Day 1

24. You are shaping the future!

25. Oregon Literacy Initiative EBISS Response to Intervention Scaling Up Evidence Based Practices Reading First Outreach Impact of Oregon Reading First High-Quality Research Student Data Effective Leadership Practices Effective Instructional Practices Oregon Reading First Essential Components of Schoolwide Reading Model Data

26. Professional Development for 2009-2010

27. Professional Development for 2009-2010 *** Ongoing In-school (and phone) RC Support throughout the year

28. 2009-2010 Deliverables

29. Additional Information The ORFC Website (http://oregonreadingfirst.uoregon.edu/) has additional information on all upcoming ORFC and K-3 Statewide Literacy Outreach Sessions