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Spring 2008 Statewide Coaches' Meeting: Action Planning & Team Support

Join the Oregon Reading First coaches for a detailed overview and action planning session for instructional support. Identify systems in need, create action plans, and review schoolwide data. Learn to differentiate between system-level and student-level needs, and implement appropriate support to drive outcomes. Prepare for the upcoming year with ongoing opportunities, calendar drafts, and evaluation of system effectiveness. Engage with benchmark data and program assessments in support teams. Prioritize and allocate resources effectively for impactful interventions. Address concerns and collaborate towards student success!

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Spring 2008 Statewide Coaches' Meeting: Action Planning & Team Support

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  1. Action Planning Spring 2008 Statewide Coaches’ Meeting Oregon Reading First

  2. Overview • GLTs • Review grade level data • Identify systems that need support • Plan instructional support • ERT • Review schoolwide data • Create action plan

  3. Planning Ahead • Cohort A: Ongoing Opportunities • Cohort B: Draft of 2008-2009 Calendar

  4. Materials • GLT Spring Action Planning Module • ERT Spring Action Planning Module • Spring 2007 Percent Low Risk/At-Risk Table • Data • DIBELS Histograms, Distribution Report, Cross Year Box Plots • Summary of Effectiveness Report • Action Plan Template

  5. Pop Quiz! How do we define adequate progress in the summary of effectiveness reports?

  6. Outcomes-Driven Model • Identify A System/Group of Students that Needs Additional Support Distinguish between systems level and individual student-level concerns • Plan and Implement Level of Support Implement instructional support to address systems-level or individual-level concern • Evaluate and, if necessary, Modify the Support Plan • Review Outcomes Examine Benchmark Data (Winter and Spring) and In Program Assessments

  7. Role of the Coach Support teams as they: • Review data • Identify systems that need support • Prioritize systems that need support • Plan support • Write actions

  8. Things to Keep in Mind… • Unless a grade level has a very high percentage of students reaching the goals, the grade level system needs support • Resource allocation depends on prioritization • Who will do what and by when?

  9. What if… • There will be a new teacher next year and so it is difficult to write an action for that grade level? • “Why are we comparing year to year? Aren’t these different students?” • While filling out the “Healthy System Checklist”, teachers only want to work on their own group (I.e., benchmark, strategic, intensive)?

  10. Upcoming Deliverables

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