“The Essential Skills in Reading: Impact on Teaching and Learning”

1. Direct Access to Achievement: The Oregon DATA Project “The Essential Skills in Reading: Impact on Teaching and Learning” Strand 4 training Clackamas ESD Feb. 1-2, 2011 Welcome!

2. Why Do I Read?

3. Oregon’s new diploma requirements are designed to better prepare each student for success in college, work, and citizenship. To earn a diploma, students will need to successfully complete the credit requirements, demonstrate proficiency in the Essential Skills, and meet the personalized learning requirements. Beginning in 2012, students must demonstrate proficiency in identified Essential Skills: 2012: Read and comprehend a variety of text 2013: Write clearly and accurately 2014: Apply mathematics in a variety of settings

4. The integration of initiatives

5. AgendaDay 1

6. AgendaDay 2

7. Your trainers are… Mickey Garrison Oregon DATA Project Denise Airola Next Level Evaluation Barbara Wolfe Oregon Department of Education Marianne Oaks Lane Education Service District

8. Strand 4 was developed… With a lot of volunteer help from a lot of people. Thanks to everyone!

9. Framework Jigsaw Components • Pages G1 - G12, Goals • Pages A1 - A18, Assessment • Pages I1 - I27, Instruction part 1 • Pages I27 - I54, Instruction part 2 • Pages L1 - L17, Leadership • Pages P1 - P17, Professional Development • Pages C1 - C16, Commitment

10. Jigsaw Process • 9:15—Read your section silently (35 – 45 minutes) • 9:55—Go to the poster for your component of the framework. • Collectively create an additional chart that provides deeper information to support the key points from your component of the framework (chart paper is available at a back table) • Designate a two speakers to share your component chart during the carousel. • 10:20-Carousel starts. Switch speakers half-way through carousel. • Groups will rotate clockwise through the charts at the signal.

11. Next Steps • Return to your table and do an individual quick write of new insights you learned from the carousel activity. • At your table share your new insights. • As a table be prepared to report out your learning from at least two components that you were not assigned.

12. Examples of Instruction • Observe the lesson • Identify any of the general features of instruction you observe. • Quick debrief at table to share out your observations • Repeat for 2nd example • Large group debrief

13. Day 1 Exit Reminders • Homework Assignments • Do you have a copy of your materials to complete your homework? • Do you have data reports and information that you can use with your team tomorrow? • Decide on a particular focus for your data team work tomorrow, a grade level or grade span • Decide on team roles—who will be timekeeper, facilitator, etc.? • Gather any other documents or pieces of info essential to your team’s work tomorrow.

14. Jigsaw Homework Follow-up • What do successful readers do? Struggling readers? • Which instructional practices are associated with improvement? • What suggestions are given for teaching and providing practice for students struggling?

15. Jigsaw • Use chart paper to create an outline of the key points from your section of the homework. • Add substantive supporting details and page references • Team share your outlines to spread the wisdom!

16. Team Time—Digging into your data! Conduct a data team meeting: • Collect and chart data (completed for HW) • Analyze the data for strengths and obstacles • Establish goals—set, review and/or revise • Select instructional strategies (use your Jigsaw outlines!) • Determine results indicators (fidelity checks and student outcomes) • Evaluate effectiveness of your meeting • Begin development of 100 Day Plan using the goals and indicators identified during data team meeting

17. Final Product from Team Time • Report out on Data Team Process • Share highlights from 100 Day Plan development