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Achieving a Healthy Grade-Level System in Beginning Reading

Achieving a Healthy Grade-Level System in Beginning Reading. Content developed by Carrie Thomas Beck. Were grade-level instructional maps effective in supporting adequate progress for students with benchmark, strategic, and intensive needs?. Achieving a Healthy System:.

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Achieving a Healthy Grade-Level System in Beginning Reading

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  1. Achieving a Healthy Grade-Level System in Beginning Reading Content developed by Carrie Thomas Beck

  2. Were grade-level instructional maps effective in supporting adequate progress for students with benchmark, strategic, and intensive needs? Achieving a Healthy System:

  3. DIBELS Summary of Effectiveness Reports4 Ways to Achieve Adequate Progress

  4. Record the percentage of students who made adequate progress from Fall 2005 to Winter 2006 at your grade level:

  5. 2. In grade level teams, identify the group of students (benchmark, strategic, intensive) making theleast progress:

  6. 3. Using the Elements of a Healthy System Checklist, work in grade level teams to evaluate the health of your grade level system for that group of students.

  7. Oregon Reading First -Schoolwide Beginning Reading Model Elements of a Healthy System Checklist School: Grade: Level of Support:

  8. Seven Elements To Evaluate: • Goals, Objectives, Priorities • Assessment • Instructional Programs and Materials • Instructional Time • Differentiated Instruction, Grouping, Scheduling • Administration, Organization, Communication • Professional Development

  9. To Complete the Checklist: • Review the CSI Summary Map for your grade level. • For each element, check off those items that are already in place. • Leave items that are not being addressed in your grade level system blank.

  10. CSI Summary Map

  11. Oregon Reading First -Schoolwide Beginning Reading Model Elements of a Healthy System Checklist School: Roosevelt Grade: 1 Level of Support: Intensive * = Structural element

  12. 4. Highlight those items under each element that are not in place.

  13. 5. Discuss why highlighted items are not in place.

  14. Roosevelt Example • The first grade team hasn’t selected an intervention program for the lowest performing students. Intensive students are currently receiving instruction from the core program, using the preteaching and reteaching handbooks. • Teachers are struggling to find activities that the intensive students can complete independently. • No pacing goals have been set. Students can’t access content of core program. Teachers are doing their best to include the students in the core, but students’ progress is poor and the gap between them and their average performing peers is growing larger.

  15. 6. Review highlighted items. Identify three high priority items to address in the upcoming weeks: Item 1: Item 2: Item 3:

  16. How do we prioritize?

  17. To Prioritize: • Begin by addressing the structural items: Materials Time Staffing Grouping

  18. To Prioritize (cont.): Look for “themes:” • Are the highlighted items all related? • Are there several highlighted areas under a particular element?

  19. To Prioritize (cont.): • Don’t put the cart before the horse! (Think about what must come first to support related elements.)

  20. Identify High Priority Items:Roosevelt Example • Roosevelt will first focus on structural elements: SE 1: Using appropriate reading programs and materials to teach the full range of students. (Along with this, the team will make sure that all necessary materials are available in each classroom and small group.) SE 2: Grouping students based on program recommendations.

  21. Identify High Priority Items:Roosevelt Example (cont.) • Roosevelt has identified all missing structural elements. Now,the team will identify items that are related to the missing structural elements: Ongoing, high quality training will need to be provided for the instructional programs/materials the team will select.

  22. 6. Review highlighted items. Identify three high priority items to address in the upcoming weeks: (Roosevelt Example) Item 1: Use appropriate reading programs and materials to teach the full range of students. Make sure all necessary materials will be available. Item 2: Group students based on program recommendations. Item 3: Provide ongoing, high quality training on the new reading programs/materials.

  23. 7. Collaborate with one or two grade level teams from other schools in the room. • Discuss current instructional maps (i.e., grade level systems) • Discuss progress of students. • Discuss high priority items for your grade level. • Share ideas for addressing the high priority areas.

  24. 8. Large Group Sharing: • Return to your school’s table • Share out to the large group a high priority area to address and the related proposed change to the team’s grade level system.

  25. 9. Draft a grade-level RAP to address the high priority items.

  26. 9. Draft a grade-level RAP to address the high priority items: Roosevelt Example: It’s easy to gain access to the placement tests even if program materials haven’t arrived yet.

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