A Tool To Support Implementation of the Oregon K-12 Diploma

1. Suggestions for District Level Support A Tool To Support Implementation of the Oregon K-12 Diploma

2. Today’s Presenters • Lori Smith • Director of Student Achievement, Bethel SD • Assisted with development of the Oregon K-12 Literacy Framework • Jerome Colonna • Superintendent, Beaverton SD • Member, Literacy Leadership State Steering Committee • Nancy Golden • Superintendent, Springfield SD • Member, Literacy Leadership State Steering Committee • Scott Baker • Center on Teaching and Learning, University of Oregon • Carrie Thomas Beck • Center on Teaching and Learning, University of Oregon

3. What is the state’s role in supporting the Oregon Literacy Framework? A special introduction by Susan Castillo, State Superintendent of Public Instruction

4. What Purposes Are Served by State Literacy Plans? A state literacy plan can: • address a high priority goal or problem • make sense of multiple policies/laws/regulations that address a common topic • summarize the knowledge and beliefs that should inform educational practices • set forth a framework to organize efforts at all levels • present an action plan and appropriate timeline for achieving literacy goals from Here’s How: State Sustainability Strategies, State Literacy Plans by RMC Research Corporation, 2009

5. What is the State’s Role? • In partnership with the Literacy Leadership State Steering Committee (LLSSC), the State has provided The Oregon K-12 Framework to support districts and schools as they work to improve the Essential Skill of Reading K-12. • The State will prepare an action plan and timeline for achieving reading goals as described in the State component of the Oregon K-12 Literacy Plan.

6. A Well Coordinated Effort • It is the three levels working in concert—school, district, and state—that creates the conditions necessary for effective reading instruction to take place in every Oregon classroom so that all students are able to develop the reading skills they need to succeed in public school and beyond.

7. The Oregon Literacy Framework …a blueprint of what schools in Oregon can do to help students develop the Essential Skill of Reading. Developed by the Literacy Leadership State Steering Committee (LLSSC) in cooperation with the Oregon Department of Education.

8. District support for the implementation of the Oregon Literacy Framework Presentation GoalsProvide an overview of: 1. The three levels of the Oregon Literacy Framework2. The six chapters of the Oregon Literacy Framework3. What support might look like at the district level 1 2 3

9. What is the Oregon Literacy Framework? • A tool to support the Oregon K-12 diploma project • A roadmap for how to improve literacyoutcomes for students in K-12 through the coordinated efforts of the State of Oregon, Oregon districts and Oregon schools

10. Superintendent’s Summer Institute Oregon Literacy Initiative EBISS Response to Intervention Scaling Up Evidence Based Practices What is the Oregon Literacy Framework? • A framework from which to guide practices within all literacy initiatives in the State of Oregon Reading First Outreach LLSSC

11. Why was the Oregon Literacy Framework developed? • To support implementation of the Oregon Diploma. Specifically, the Oregon K-12 Literacy Framework supports development of the Essential Skill of Reading. • The Oregon K-12 Literacy Framework is designed to facilitate collaboration and align improvement efforts across school, district and state levels. • The Oregon Department of Education believes our public schools are doing a good job educating Oregon students, but that they can and must do a better job. The foundation for this improvement is increasing literacy outcomes for all students throughout K-12.

12. Why was the Oregon Literacy Framework developed? • Concerns from data: OAKS Results 10th Grade OAKS data-- • about 35% of students read below grade level. • This means that 35% of 10th graders do not have the fundamental reading skills necessary to read grade level textbooks with proficiency. • among African American students, 59% are not reading at grade level, and among Hispanic students, 52% are not at grade level. • overall only 17% of Oregon’s 10th grade students and far fewer African American and Hispanic students exceed Oregon standards.

13. Why was the Oregon Literacy Framework created? • Concerns from data: NAEP Results Oregon 4th graders: • 38% of Oregon 4th graders do not have basic reading skills • this is one of the highest rates in the country. • 54% of FRL students, do not have basic 4th grade reading skills. • This percentage is more than double the percentage of students who are not eligible for free or reduced lunch prices (25%). Oregon 8th graders: • 23% of Oregon 8th grade students don’t have basic reading skills • Among Oregon African American and Hispanic students specifically, this percentage nearly doubles to 43% and 47%. In other words: • Nearly 1 of every 2 African American and Hispanic Oregon students does not have the basic 8th grade reading skills

14. What are the components of the Oregon Literacy Framework?

15. School Level Support Student Reading Goals Commitment Assessment Professional Development Instruction Leadership

16. Framework Documents • School strategies document--one chapter for each element of the framework, addressing strategies for grades K-3 and 4-12 • Executive Summary • School-Level Self Assessment • District support strategies document • State support strategies document

21. Endnotes, appearing at the end of each chapter, are used to provide additional web resources, tools, and supporting documents. Endnotes are denoted by a computer icon  in the chapter with a roman numeral that indicates the specific endnote reference.

22. “Current systems support current practices, which yield current outcomes. Revised systems are needed to support new practices to generate improved outcomes.” Dean Fixen Principal Investigator, Scaling Up Project Center for State Implementation and Scaling-Up of Evidence-Based Practices (SISEP)

23. Video Goals Assessment Instruction Leadership Professional Development Commitment

24. Be the guiding/driving force for Bethel’s Systems Approach to improving literacy achievement for all the students your school serves. School Literacy Leadership TeamsTeam Charge

25. Team with the Principal to be the Literacy Instructional Leaders: Analyze school-wide literacy data Ensure coordination of literacy programs and materials within and between grades Develop a Literacy Action Plan with the staff Determine professional development needs Align Title I, Special Education, and ELD services Build capacity to meet the literacy needs of all students in the school School Literacy Leadership TeamsPurpose 25

26. Be the Literacy Instructional Leaders for the School: Become experts in literacy curriculum, assessments, and instruction Be the keepers of the school and district literacy goals for your building Attend district literacy leadership team meetings Regularly participate in building-level literacy leadership team meetings School Literacy Leadership TeamTeam Member Responsibilities

27. Implementation Stages K-12 Reading 2001 K-3 2008 LLT’s K-12 Gr. 6-8 Reading (2001) Gr. 9 Ext English (2005) Sustainability Innovation 1998 K-1 1999 2-3 Full Operation 1997 K-1 1998 2-3 Initial Implementation 1997 K-3 Program Installation Exploration&Adoption

28. What Is TheDistrict’s RoleIn Using The Literacy Framework? Establish district goals for reading attainment that are: Specific, observable, measurable Adopted by School Board Communicated throughout community

29. The District’s Role Plans • Align school planswith district plan annually Data • District reviews district and school datamore than once annually • District provides recognition & supportfor schools making progress • District creates a district-wide “data culture”

30. The District’s Role Assessment • Develop a district reading assessment plan used every grade, every school • Use a district database to collect & provide immediate access to school reading data Create a pool of resident trainersto teach staff to collect and use data, instruct new staff members, & conduct reliability checks Select measures to use along with OAKS, both formative & summative

31. The District’s Role Instruction Assist principals to be strong instructional leaders by assuring that: • They schedule enough literacy instruction time—and ensure the time is used effectively • They conduct walk-throughs to monitor useof adopted programs They monitor placement in reading programsfollowing a protocol They monitor teacher team meetingson literacy

32. The District’s Role Instruction: Interventions Instructional Materials Provide after school or summer schoolfor struggling readers Provide intensive interventionfor students reading 2 or more levels below grade Select scientifically based corereading programs & a menu of supplemental programsfor struggling readers that are aligned with the core Teach teachers to use adopted materials

33. The District’s Role Budget Professional Development Match budget choices to literacy priorities Use literacy coaches if possible To improve student literacy, deliver on-going, job-embedded PD focused on literacyvia coaching, teacher collaboration, peer coaching & observation, etc.

34. The District’s Role Resources See • Guiding Questions for District Support Planning** **At the end of the Framework Sources** Many documents: • (i.e., Maintaining Fidelity of implementation with Walk-throughs)

35. Suggestions for District Level Support A Tool To Support Implementation of the Oregon K-12 Diploma