Instructional Leadership and Reading First Component 3-Part B Sara Ticer, Principal,

1. Instructional Leadership and Reading First Component 3-Part B Sara Ticer, Principal, Prairie Mountain School District Support for Instructional Leadership & Professional Development in Reading First Component 3-Part C Carl Cole, Special Services Director, Bethel School District

2. District Profile • Student Enrollment: 5,310 • SES: 42% Low Income • (Range 24%-74%) • Percent in Title: 18% (eligible schools) • Special Education: 15%

3. Distinctive Features • High Student Mobility • Low Income Housing and Transient Hotels • Fast Growing Area: 5% Yearly Growth

4. Why a Districtwide Reading Program? • Special Education Referral Rates

5. Status of Reading Program • No Districtwide Reading Curriculum • Reading Program Site Based • Developmentally Appropriate Kindergarten (DAP) • Multiple Reading Textbooks

6. Steps in Developing K-3 Reading Program • IDEA – Institute for the Development of Educational Achievement: University of Oregon College of Education. • Edward Kame’enui • Deborah Simmons • K-3 Reading Committee • ACCEL-S: Accelerating Children’s Competence in Early Reading & Literacy - Schoolwide

7. The Evolution of Our Reading Project…Year 1 Defined Reading Priorities/ Curriculum Map for K-3 Project Began in Kindergarten Collected Data Designed an Action Plan • Identified core curriculum • Specified interventions, organization of instruction, delivery models • Coordinated and aligned with Title, ESL, and Special Education services Made Reading a Priority! • Provided additional instruction and learning opportunities to students in deficit and strategic range • Increased instruction time in the regular reading program

8. The Evolution of Our Reading Project…Year 2 Full Implementation in Kindergarten/Extended Kindergarten Program Project Moved to Grade One Collected Data Designed an Action Plan • Identified core curriculum • Specified interventions, organization of instruction, delivery models • Coordinated and aligned with Title, ESL, and Special Education services • Collected data on a regular basis Made Reading a Priority! • Provided additional instruction and learning opportunities to students in deficit and strategic range • Increased instruction time in the regular reading program Year 3 Project Moved to Second Grade Intervention Options / Opportunities for Reading Instruction K-2

9. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

10. Schoolwide Reading Support Supporting Staff Behavior Supporting Decision Making DATA SYSTEMS PRACTICES Supporting Student Behavior

11. Reading First Leadership • Assessment System & Reporting • Instructional Leadership • Professional Development

12. District Assessments • Selection of Measures – DIBELS • Setting Benchmarks • Displaying and Reporting Data

13. Bethel Reading Project Goals

14. Bethel Reading Project Goals

17. Grade 2 Oral Reading Fluency Historical

18. 34% (n=140) Intermediate Readers 6% (n=24) Low-Fluency Readers 61% (n=252) Proficient Readers Grade 3 Oral Reading Fluency 2001-02

19. Grade 3 Oral Reading Fluency Historical

21. Teacher Class List

22. Percent of Students Passing Oregon's 3rd Grade Reading Benchmark

23. Progress Monitoring Graph Grade 1

24. Second Grade ORF

25. Second Grade ORF

26. Third Grade ORF

27. Third Grade ORF

28. Third Grade ORF

29. Instructional Planning Administrative Leadership Reading Committee Vision Instructional Priorities

30. Administrative Leadership • Understanding necessary components of a school-wide reading program • Fiscal Management • Hiring Practices • Instructional Leadership • Making sure the other six elements happen • Establishing a Reading Committee • Selection of materials (SBRR) • Assessments

31. Establishing a Reading Committee • Membership • Principal • Regular Education Teachers • Special Education Teachers • Title Teacher • ELL Teacher

32. Establish a Shared Vision Around a Need for Change … • Student performance data • Information on scientific research-based reading programs and strategies • Dialogue and school-wide goal setting • Teacher performance goals and professional development have a reading focus.

33. Establish Instructional Priorities By… • Developing a school-wide instructional schedule that clearly identifies reading as a priority. • Allocating staff resources for reading instruction. • Having expectations for the amount of instructional time spent on reading at each grade level.

34. Establish a Commitment to Effective Reading Instruction Implementation By… • Developing instructional plans for all levels of learners based on performance data. • Identifying the types of interventions and program materials used with specific student populations. • Reviewing assessment data on a periodic basis in order to make appropriate instructional adjustments. • Collaborating within teams of teachers who work together to talk about instruction, groupings, data, and needed adjustments.

35. INSTRUCTIONAL ACTION PLAN FOR LEARNERS: AT INTENSIVE LEVEL

36. INSTRUCTIONAL ACTION PLAN FOR LEARNERS: AT STRATEGIC LEVEL

37. INSTRUCTIONAL ACTION PLAN FOR LEARNERS: AT BENCHMARK LEVEL

38. Differentiated Instruction, Grouping, and Scheduling that Optimizes Learning

39. Kindergarten Students producing less than 35 on PSF and less than 20 on NWF in May of Kindergarten should attend summer school.

40. 1st Grade Students reading less than 30 on ORF in the Spring of First grade should attend summer school.

41. 2nd Grade Students reading less than 60 on ORF in the Spring of Second Grade should attend summer school.

42. Kindergarten Instructional Time: 135 minutes of daily instructional time

43. Grade 1-3 Instructional Time: 305 minutes of daily instructional time

44. Staff Development • Building Capacity – develop a trainer of trainers model • New teachers to the district or new to a grade level are trained prior to teaching the reading curriculum • DIBELS and Assessment training 3 times per year prior to assessment dates to ensure reliability

45. Establish a Staff Development Model By… • Scheduling regular meetings to review data, update instructional plans and reflect upon practices. • Providing training on new program materials, program revisions, and effective strategies for all teaching staff. • Providing training support for new teachers and assistants. • Identifying teacher leaders who can serve as mentors and/or coaches. • Supporting teachers in setting performance goals and participating in professional development on reading.

46. District Resource Allocation • Regular Education, Title I and Special Education are a spectrum of inter-related instructional opportunities. • Extended Kindergarten Program. • Summer School for intensive and possibly strategic students to build skills and prevent loss of skill over the summer

47. Intensive Students & Summer School Goal: 35 Spring of Kindergarten

48. New vs Continuing Students Grade 1 Goal: 40-60 Word per Minute

49. New vs Continuing Students

50. New vs Continuing Students