Lessons shared: What we have learned from high performing schools Principals’ Insights from the Oregon Reading First

1. Cohort B Leadership MeetingMarch 2, 2006Eugene, Oregon Lessons shared: What we have learned from high performing schoolsPrincipals’ Insights from the Oregon Reading First Case Studies Dr. Stan Paine, Interim Director Center on Teaching & Learning Principal-in-Residence, Oregon Reading First Center University of Oregon

2. 1. Setting high expectations & empowering others to meet them assuring fidelity in program implementation building a “no excuses” culture in the school; doing whatever it takes to help kids succeed What are the most essential parts of the principal’s role in a RF school?

3. “I came in the fall and I said to them, ‘This is what we have agreed to do. We will be very faithful to this commitment. . . “I intend to give this 110%, and I ask you all to do the same. It’s too important to give it any less.” --RF principal 3

4. 2. Being visible & involved in the reading program “talking the talk” & “walking the walk” getting into classrooms to support teachers & coach walk-throughs 5 minute observations What are the most essential parts of the principal’s role in a RF school?

5. I visit the classrooms not with the idea of “What are you doing right or wrong?” but “What can I learn from you?” and “How can I support you?” 5

6. 3. Supporting use of data to adjust instruction scheduling group meeting times for the year attending meetings whenever possible assuring follow-up on changes to instruction What are the most essential parts of the principal’s role in a RF school?

7. “We have between 70-80% of our students meeting benchmark. That sounds pretty good, but what about that other 20%?” “We want all kids to succeed, and we’re focused on making that happen.” 7

8. 4. Actively collaborating with the coach and teachers to support students’ reading success team meetings group/kid-specific, data oriented conversations What are the most essential parts of the principal’s role in a RF school?

9. “At first teachers didn’t want to regroup their kids. “But we have to remember that we are all responsible for the success of all kids on our grade level team, so we have to work together. It’s not just your student, it’s our student.” 9

10. more instructional time devoted to reading greater focus on data to guide instruction increased attention to differentiation of materials of instructional time of instructional intensity willingness to do “whatever it takes…” How has your school’s focus changed since implementing RF?

11. “With Title I, we do an after school program. Children who are not reaching the benchmarks get to stay after school for additional reading support.” 11

12. devoting more time to reading instruction monitoring student performance and adjusting instruction as indicated having benchmark targets and goals setting & following up on high expectations Your school has had strong outcomes. To what do you attribute that success?

13. “I won’t ask you to do anything that I won’t do, and I won’t do your job for you or let you off the hook. I’m here to support you, but your job is to support the kids. That’s it.” 13

14. a strong mentor coach a solid curriculum implemented with fidelity a school culture focused on reading success A commitment to developing increased capacity to sustain the essential elements within the school Your school has had strong outcomes. To what do you attribute that success?

15. “I think anyone on our staff could be the reading coach. I could point to anyone and say ‘We need your leadership this year.’ Not because the job is easy, but because they are committed, and I believe in them. You must build capacity to keep the program going.” 15

16. to get more K-1 students to benchmark levels to maintain our commitment to RF for the duration, to continue working to get better at meeting students’ needs and to sustain our improved results over the long run to keep supporting each other and keep collaborating What is your vision for your school over the next two years of RF funding?

17. “I am not an expert in reading, but with the training and coaching we’ve had, I’ve been able to learn right along with the teachers. Now I can walk in and take a teacher’s group for a few minutes and know what to do.” 17

18. solid curriculum with strong fidelity using data to guide instruction a two-hour literacy block teacher collaboration on-going training and coaching support What parts of the RF program do you see continuing as part of your program over time?

19. “I am very pleased with our staff. Reading First wasn’t always easy, but we stuck with it, and it has paid off. I am very proud of our staff and what they do to help all kids succeed.” 19

20. the principal needs to lead, to set expectations and to support others to meet those expectations be flexible and creative about grouping and scheduling learn from other schools consistent curriculum & use of data are very important you have nothing to lose & everything to gain What advice would you give to another school considering implementing a program like this?

21. “We sometimes have to rethink things or try something new, but we can do that. The bottom line is this: It’s not about the preferences of the adults. It’s about the success of the kids.”--RF principal 21

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23. “Data brings the reality of the child’s success or struggle to the forefront. We can’t afford to ignore the data if we are concerned about the student’s future.” -RF principal Data is a key.....

24. “If the plan is not working, we do whatever is needed to change the plan. If it is not working after two weeks or a month, you need to change it. You need to make sure the plan is working. Failure is not an option.” -RF principal Data guides instruction

25. “We are driven by curriculum and guided by data.” -RF principal Data guides success.....

26. “Teachers using PD time to take a half-day to organize and plan reading together has been invaluable.” -RF principal Collaboration

27. “We say that we are a basic skills school--that’s our purpose--that’s what we’re about. We are about basic skills, and we intend to do it very well.” -RF principal Focus

28. “I want all our kids succeeding. That’s what it’s all about. It’s going to happen. I have no doubt.” -RF principal Determination

29. “Money is not the issue in sustaining the program. Having the will is the issue. We have the funding we need. It’s how you choose to prioritize and use the funding that makes the difference.” “Is your funding aligned with your mission? If not, you will struggle. If so, you will succeed.” --RF principal Wise use of resources

30. “This is a career moment for us. To have these resources (funds, training, data) and this chance to make a difference is a once-in-a-career opportunity. We intend to make the most of it.” --RF principal Opportunity + determination = success

31. “I truly believe that with the resources we have and with the right spirit, we can do it— we can help all students succeed.”--RF principal 31

32. The principals of the case study schools, for their time, wisdom and insight into what it takes to help all kids succeed Katie Tate, for technical & artistic assistance George Winston, for musical inspiration (“Joy, Hope & Peace” from Montana: A Love Story. RCA, 2004.) Thank you to…..