Title I Director’s Conference October 23-25, 2007 Waterfront Place Morgantown, WV

1. Title I Director’s ConferenceOctober 23-25, 2007Waterfront PlaceMorgantown, WV Reading the Fine Print Monitoring K-3 Reading Programs Presenter: Pat East, Mercer County Schools

2. Reading the fine print Monitoring K-3 Reading Programs Division of Curriculum and Instruction West Virginia Department of Education Steven L. Paine, State Superintendent of Schools

3. Education is when you read the fine print. Experience is what you get if you don't. • Pete Seeger Reading the fine print is wise advice: • It provides quantitative and qualitative information • It provides the opportunity to analyze information • It provides a more tailored look at information and • It eliminates ambiguity Monitoring helps us read the fine print! Food for thought: What happens when you don’t read the fine print?

4. The importance of monitoring • Ensures programs are implemented with fidelity (fully and consistently) • Ensures funds are expended properly • Identifies priorities / areas of concern • Establishes common focus on short/long term goals district/schoolwide • Identifies model sites or commendable classrooms • And most importantly… Improves Achievement in reading for ALL Students!

5. Key areas that must be monitored if we are to expect the results we want • Instructional leadership • Instructional schedules – uninterrupted block • Instructional strategies and programs • Instructional data assessment • Instructional materials

6. Instructional LeadershipDistrict Leader • Highly knowledgeable • County Reading Plan/Program • 3 Tier Instruction • Budgeting and Funding (Blending) • Professional development and activities (Long-Range Goals and Plans) • Classroom monitoring (Benchmarking / Progress Monitoring) • Data assessment (Is it Driving Instruction?) • District wide consistency (Fidelity to Program)

7. Instructional LeadershipMonitoring the Reading Coach See “Role of the Coach in Monitoring the K-3 Reading Program” and “Toolkit” forms on WVDE web-site. • Must be dedicated to supporting the reading program and teachers • Must have a strong reading background / experience • Must have clear understanding of SBRI • Must be able to document/monitor reading plan, activities and progress • Must model, observe, and conference • Must monitor and provide technical assistance and grade/school wide consistency

8. Instructional LeadershipSchool Principal • Monitoring (by School Principal) is key to improving student achievement • MONITORING is your most vital tool - read the fine print • Monitoring is your opportunity to support, recognize, and celebrate success of student achievement. • Be supportive and positive

9. MonitoringSchoolPrincipal • Knowledgeable of 3 Tier Instruction • Well-informed regarding all school data • Knowledgeable of a well-developed reading plan • Knowledgeable of SBRRI • Ensures schoolwide consistency • Participates in team/data meetings • Supervises benchmarking and progress monitoring assessments • Monitors program implementation, instruction, student achievement

10. MonitoringSchoolPrincipal • The bottom line….. • Establishes priorities • Identifies sacrifices (what you’re willing to give up) • Reads the fine print • Improves student achievement for All students See “Role of the Principal in Monitoring the K-3 Reading Program”, “Toolkit”, and Observation forms on WVDE web-site.

11. Instructional LeadershipSchool Principal“But how!? I don’t have time!” • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________

12. Instructional assessment • Schedules assessment per school plan • Monitors administration of assessments (benchmarking and progress monitoring) • Schedules and conducts assessment data meetings by grade level for purpose of planning instruction • Identifies evidence of using data to drive instruction/intervention • Walkabouts / Observations • Assessment Data meetings / forms • Lesson Plans • Websites: mClasshome.com and mClassdirect.com • Conferencing / Informal discussions

13. Instructional Materials • Core basal program and intervention materials aligned with scientifically-based SBRR strategies • Literacy Workstation materials aligned to the Core Basal Program • Expansive Library Book Selection • Professional Reference Books • Relevant and Aligned Report Cards

14. MONITORING Look Fors: • Data Analysis • Schedules reflecting Tier I, II, and III Instruction • Uninterrupted Reading Block • Tier I Instruction • Teachers delivering instruction • Fidelity to the Core Reading program (Basal) • Models Expectations • Explicit Instruction • Whole Group – attentive • Small Reading Groups • Literacy Workstations • Students on Task and Actively Engaged • Students Reading – varied formats • Students Practicing Skills • Collaboration Planning • Curriculum and Grade Level Meetings • Professional Development • Are strategies being transferred into the classroom

15. Recap of Critical Monitoring • Districtwide / Schoolwide support • County and school administrators are key players • High Expectations • Consistent implementation (Everyone on the same page) • Continuous and supportive monitoring • Constructive and reflective monitoring feedback • Perceptions and opinions do not belong in the equation ... ”It’s all about the children…”

16. Final Thought We cannot ensure that all children become proficient readers unless we carefully implement scientifically based reading instruction and monitor reading achievement … to comprehend the fine print.