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					 Cohort B




Q3: How do we get there?




                           1
     GOALS AND
     ASSESSMENT


    INSTRUCTIONAL
      PROGRAMS


      INSTRUCTIONAL
           TIME



    DIFFERENTIATED
      INSTRUCTION



    ADMINISTRATION/
    ORGANIZATION
                      All Critical Elements Must Be In Place




    PROFESSIONAL
    DEVELOPMENT
2
    Linking Q2: How are we doing? with
            Q3: How do we get there?

§     What is the overall effectiveness of our grade-level
      instructional support plan (CSI Map)?

§     How are we doing with our benchmark students?
      What do the data tell us?

§     How is the combination of current
      programs/strategies working for our strategic and
      intensive students?

§     So what do we do next year?
                                                             3
  Activity # 1: What is the overall effectiveness of our grade-
              level instructional support plan (CSI Map)?

Materials Needed:
• Table 2 from “How Are We Doing?” section
• Grade-Level CSI Maps
• highlighter pens (green, yellow, pink)

  Step 1:
  In grade-level teams, revisit the Summary of Effectiveness
  data from Table 2 of the “How Are We Doing?” section. In
  particular, examine the total percentage of students who
  made adequate progress toward the spring benchmark
  goal in your grade level.

                                                             4
        How effective was the grade-level winter to spring
             instructional support plan (CSI Map)?
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals


Grade/Bench     Total percent of      Percent of           Percent of          Percent of
 mark Goal      students at each       Intensive       Strategic Students     Benchmark
  Measure       grade that Made     Students that          that made         Students that
                   Adequate        made Adequate            Adequate        made Adequate
                    Progress           Progress             Progress            Progress
                                    Include actual       Include actual     Include actual
                                      numbers of           numbers of          numbers of
                                       students,            students,           students,
                                   e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
                                                               50%.                95%.
                Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
                     2006               2006                2006                 2006


Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                     5
   What is the overall effectiveness of your grade-level
          instructional support plan (CSI Map)?

Step 2:
Using the criteria below to determine the appropriate color, draw a box
around the perimeter of your CSI Map to indicate the overall
effectiveness of the grade level system.


Green                top quartile in the state of Oregon
Yellow               middle quartiles in the state of Oregon
Pink                 bottom quartile in the state of Oregon




                                                                    6
       What is the overall effectiveness of your grade-level
           instructional support plan (CSI Map)? K-1


•   Kindergarten:
    Green           top quartile (87% or more made adequate progress)

    Yellow          middle quartiles (57% - 86% made adequate progress)
     Pink           bottom quartile (56% or less made adequate progress)
•   Grade 1:
     Green          top quartile (72% or more made adequate progress)
     Yellow         middle quartiles (48% - 71% made adequate progress)
     Pink           bottom quartile (47% or less made adequate progress)




                                                                           7
    What is the overall effectiveness of your grade-level
        instructional support plan (CSI Map)? 2-3


• Grade 2:
   Green        top quartile (61% or more made adequate progress)
  Yellow        middle quartiles (39% - 60% made adequate progress)
  Pink          bottom quartile (38% or less made adequate progress)


• Grade 3:
  Green         top quartile (60% or more made adequate progress)
  Yellow        middle quartiles (42% - 59% made adequate progress)
  Pink          bottom quartile (41% or less made adequate progress)



                                                                    8
9
What is the overall effectiveness of your grade-
 level instructional support plan (CSI Map)?

                   Sustain or minimal
  Green Box =      modifications needed to your
                   overall grade-level CSI Map
                   Moderate to substantial
  Yellow Box =     modifications needed to your
                   overall grade-level CSI Map
                   Substantial modifications
   Pink Box =      needed to your overall grade-
                   level CSI Map
                                                   10
What is the overall effectiveness of your grade-
 level instructional support plan (CSI Map)?


Your Turn!
Complete Activity 1 using your data and
 grade-level CSI Map.




                                               11
  Activity # 2: How effective were the grade-level winter to
          spring instructional support plans for benchmark,
                  strategic, and intensive students?


Materials Needed:
• Table 2 from “How Are We Doing?” section
• grade-level CSI Maps
• highlighter pens (green, yellow, pink)

  Step 1:
  Revisit the Summary of Effectiveness data from Table 2 of
  the “How Are We Doing?” section. What percentage of
  benchmark, strategic, and intensive students made
  adequate progress toward the spring benchmark goal?

                                                          12
Benchmark Students




                     13
  How effective is the grade-level instructional
    support plan for benchmark students?
            Kindergarten Example
Step 2:
  If your school is in the top quartile for benchmark students making
  adequate progress (97% or more benchmark students made adequate
  progress), highlight the benchmark section of your grade-level CSI Map
  in green.

  If your school is in the middle quartiles for benchmark students
  making adequate progress (76%-96% of benchmark students made
  adequate progress), highlight the benchmark section of your grade-
  level CSI Map in yellow.

  If your school is in the bottom quartile for benchmark students making
  adequate progress (75% or less of benchmark students made
  adequate progress), highlight the benchmark section of your grade-
  level CSI Map in pink.

                                                                       14
   How effective were the grade-level, Winter to Spring
        Instructional Support Plans (CSI Maps)
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals


Grade/Bench     Total percent of      Percent of           Percent of          Percent of
 mark Goal      students at each       Intensive       Strategic Students     Benchmark
  Measure       grade that Made     Students that          that made         Students that
                   Adequate        made Adequate            Adequate        made Adequate
                    Progress           Progress             Progress            Progress
                                    Include actual       Include actual     Include actual
                                      numbers of           numbers of          numbers of
                                       students,            students,           students,
                                   e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
                                                               50%.                95%.
                Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
                     2006               2006                2006                 2006


Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                    15
16
   How effective is the grade-level instructional
     support plan for benchmark students?
                    First Grade
Step 2:
   If your school is in the top quartile for benchmark students making
   adequate progress (100% of benchmark students made adequate
   progress), highlight the benchmark section of your grade-level CSI
   Map in green.

   If your school is in the middle quartiles for benchmark students
   making adequate progress (90%-99% of benchmark students made
   adequate progress), highlight the benchmark section of your grade-
   level CSI Map in yellow.

   If your school is in the bottom quartile for benchmark students
   making adequate progress (89% or less of benchmark students
   made adequate progress), highlight the benchmark section of your
   grade-level CSI Map in pink.                                   17
   How effective is the grade-level instructional
     support plan for benchmark students?
                  Second Grade
Step 2:
                is in the top quartile for benchmark students making
   If your school
   adequate progress (91% or more benchmark students made adequate
   progress), highlight the benchmark section of your grade-level CSI Map
   in green.

   If your school is in the middle quartiles for benchmark students
   making adequate progress (78%-90% of benchmark students made
   adequate progress), highlight the benchmark section of your grade-
   level CSI Map in yellow.

   If your school is in the bottom quartile for benchmark students making
   adequate progress (77% or less of benchmark students made
   adequate progress), highlight the benchmark section of your grade-
   level CSI Map in pink.

                                                                        18
   How effective is the grade-level instructional
     support plan for benchmark students?
                   Third Grade
Step 2:
   If your school is in the top quartile for benchmark students making
   adequate progress (93% or more of benchmark students made adequate
   progress), highlight the benchmark section of your grade-level CSI Map in
   green.

   If your school is in the middle quartiles for benchmark students making
   adequate progress (80% - 92% of benchmark students made adequate
   progress), highlight the benchmark section of your grade-level CSI Map in
   yellow.

   If your school is in the bottom quartile for benchmark students making
   adequate progress (79% or less of benchmark students made adequate
   progress), highlight the benchmark section of your grade-level CSI Map in
   pink.

                                                                        19
Strategic Students




                     20
How effective is your grade-level instructional
support plan for strategic students?
            Kindergarten Example
Step 4:
  If your school is in the top quartile for strategic students making adequate
  progress (76% or more of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for strategic students making adequate
  progress (34% - 75% of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for strategic students making adequate
  progress (33% or less of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in pink.




                                                                                 21
   How effective were the grade-level, Winter to Spring
        Instructional Support Plans (CSI Maps)
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals


Grade/Bench     Total percent of      Percent of           Percent of          Percent of
 mark Goal      students at each       Intensive       Strategic Students     Benchmark
  Measure       grade that Made     Students that          that made         Students that
                   Adequate        made Adequate            Adequate        made Adequate
                    Progress           Progress             Progress            Progress
                                    Include actual       Include actual     Include actual
                                      numbers of           numbers of          numbers of
                                       students,            students,           students,
                                   e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
                                                               50%.                95%.
                Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
                     2006               2006                2006                 2006


Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                    22
23
How effective is your grade-level instructional
support plan for strategic students?
            First Grade
Step 4:
  If your school is in the top quartile for strategic students making adequate
  progress (51% or more of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for strategic students making adequate
  progress (21% to 50% of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for strategic students making adequate
  progress (20% or less of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in pink.




                                                                                 24
How effective is your grade-level instructional
support plan for strategic students?
            Second Grade
Step 4:
  If your school is in the top quartile for strategic students making adequate
  progress (27% or more strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for strategic students making adequate
  progress (5% - 26% of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for strategic students making adequate
  progress (4% or less of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in pink.




                                                                                 25
How effective is your grade-level instructional
support plan for strategic students?
            Third Grade
Step 4:
  If your school is in the top quartile for strategic students making adequate
  progress (29% or more of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for strategic students making adequate
  progress (9% to 28% strategic students made adequate progress), highlight the
  strategic section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for strategic students making adequate
  progress (8% or less of strategic students made adequate progress), highlight
  the strategic section of your grade-level CSI Map in pink.




                                                                                 26
Intensive Students




                     27
How effective is your grade-level instructional
support plan for intensive students?
            Kindergarten Example
Step 4:
  If your school is in the top quartile for intensive students making adequate
  progress (89% or more of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for intensive students making adequate
  progress (52% - 88% of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for intensive students making adequate
  progress (51% or less of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in pink.




                                                                                28
   How effective were the grade-level, Winter to Spring
        Instructional Support Plans (CSI Maps)
Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans:
Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals


Grade/Bench     Total percent of      Percent of           Percent of          Percent of
 mark Goal      students at each       Intensive       Strategic Students     Benchmark
  Measure       grade that Made     Students that          that made         Students that
                   Adequate        made Adequate            Adequate        made Adequate
                    Progress           Progress             Progress            Progress
                                    Include actual       Include actual     Include actual
                                      numbers of           numbers of          numbers of
                                       students,            students,           students,
                                   e.g., 1/5 or 20%.      e.g., 25/50 or     e.g., 95/100 or
                                                               50%.                95%.
                Winter to Spring   Winter to Spring    Winter to Spring     Winter to Spring
                     2006               2006                2006                 2006


Kindergarten-   87%                86%                 79%                  93%
PSF                                                                                    29
30
How effective is your grade-level instructional
support plan for intensive students?
            First Grade
Step 4:
  If your school is in the top quartile for intensive students making adequate
  progress (51% or more intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for intensive students making adequate
  progress (21% - 50% of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for intensive students making adequate
  progress (20% or less of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in pink.




                                                                                 31
How effective is your grade-level instructional
support plan for intensive students?
            Second Grade
Step 4:
  If your school is in the top quartile for intensive students making adequate
  progress (18% or more intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for intensive students making adequate
  progress (2% to 17% of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for intensive students making adequate
  progress (1% or less of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in pink.




                                                                                 32
How effective is your grade-level instructional
support plan for intensive students?
            Third Grade
Step 4:
  If your school is in the top quartile for intensive students making adequate
  progress (34% or more of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in green.

  If your school is in the middle quartiles for intensive students making adequate
  progress (14%-33% of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in yellow.

  If your school is in the bottom quartile for intensive students making adequate
  progress (13% or less of intensive students made adequate progress), highlight
  the intensive section of your grade-level CSI Map in pink.




                                                                                33
  How effective are your grade-level instructional
   support plans for benchmark, strategic, and
               intensive students?

             Sustain or minimal modifications needed
Green Box = to the identified level of support section
             on your grade-level of CSI Map
             Moderate to substantial modifications
Yellow Box = needed to the identified level of support
             section on your grade-level CSI Map
             Substantial Modifications needed to the
 Pink Box = identified level of support section on
             your grade-level CSI Map
                                                  34
How effective are your grade-level instructional support
plans for benchmark, strategic, and intensive students?
                Kindergarten Example

Step 5:
For each instructional recommendation, document student progress:
For Example:


Benchmark
38 established on PSF
3 emerging on PSF
0 deficit on PSF



                                                                    35
36
How effective are the grade level winter to
   spring instructional support plans?


Your Turn!
Complete Activity 2 using your data and
 grade-level CSI Map.




                                         37
So what do we do next year?




                              38
Activity 3: Complete the PET Action
            Planning Tool




                                      39
    PET Action Planning Tool
• A tool designed to help schools achieve an
  effective schoolwide beginning reading
  model. The tool will assist school personnel
  in identifying relevant goals within the
  schoolwide model and pinpointing actions
  necessary to achieve those goals.


                                             40
Planning and Evaluation Tool (PET) for
Effective Schoolwide Reading Programs

•   Goals, Objectives, Priorities
•   Assessment
•   Instructional Programs and Materials
•   Instructional Time
•   Differentiated Instruction, Grouping, Scheduling
•   Administration, Organization, Communication
•   Professional Development

                                                       41
            Element I:
    Goals, Objectives, Priorities
• are clearly defined and quantifiable at each grade
  level
• are articulated across grade levels
• are prioritized and dedicated to the essential
  elements in reading
• guide instructional and curricular decisions
• are commonly understood and consistently used
  by teachers and administrators within and between
  grades to evaluate and communicate student
  learning and improve practice.
                                                  42
   Goal   Actions




PET
Element




                    43
44
45
  PET Action Planning Tool




    School Action Plan
(Goals, Objectives, Priorities)
                                  46
PET Action Planning Tool




                           47
           PET Action Planning Tool
• Complete elements II - VII
• Elements II and VII will be completed as a school
  team. Elements III, IV, and V will be completed in
  grade level teams*. Element VI will be completed
  by the principal and district team.
• Discuss goals listed under each element
• A school may check off a goal as being complete
  ONLY IF all actions to the right of the goal are
  already in place or have been completed.
• Goals that that are not currently completed (and
  the relevant actions) will become part of your
  school’s action plan for 2006-2007.
* Grade level teams will complete these sections of the tool 3 times - once for intensive, strategic and   48
    benchmark instructional support plans.
PET Action Planning Tool




                           49
      Element II: Assessment
• Please complete as a school team.




                                      50
       Elements III, IV, and V:
            Instruction
• Please complete in grade level teams.


• Element III: Instructional Programs and Materials
• Element IV: Instructional Time
• Element V: Differentiated Instruction, Grouping,
  Scheduling
• Complete these sections three times - once for
  benchmark, once for strategic, and once for
  intensive instructional support plans.           51
       Elements III, IV, and V:
            Instruction
• Note that if an instructional support system
  (benchmark, strategic, or intensive) is quite
  effective (i.e., almost all students made adequate
  progress), then problem-solve at the individual
  student level. How can you intensify instruction
  for those few students who are not making
  adequate progress?



                                                       52
  Element VI: Administration,
  Organization, Communication
• This section will primarily be completed by
  the principal and district team
  representative.
• Item #5 will be completed in grade level
  teams:
  5. Concurrent instruction (e.g., Title, special education) is
  coordinated with and complimentary to general education
  reading instruction.


                                                                  53
      Element VII: Professional
           Development
• Please complete as a school team.



• Item #1 will require each member of the
  team to complete a Teacher Needs Survey
  1. Teachers and instructional staff have thorough
  understanding and working knowledge of grade-level
  instructional/reading priorities and effective practices.
                                                              54
  PET-R Action Planning Tool: What actions are
  necessary to achieve our schoolwide beginning
                  reading goals?

• For each element, go back and highlight those
  actions that are not completed.
• Highlight any goal that has incomplete actions.

      Coach: Highlight Elements II and VII

      Grade-Level Teams: Highlight Elements III, IV, and V (and
      item #5 from Element VI)

      Principal/District Team: Highlight Element VI


                                                                  55
PET-R Action Planning Tool




                             56
      PET-R Action Planning Tool:
     Prioritizing Grade-Level Actions
•   Now that you’ve highlighted actions that have
    not been completed, it’s time to prioritize.




                                                    57
      PET-R Action Planning Tool:
     Prioritizing Grade-Level Actions
            In grade-level teams:

•   Review the data to determine the area(s) of greatest need (benchmark,
    strategic, intensive support) in your grade.
•   Review highlighted actions for those area(s) from the PAPT - Elements III,
    IV, and V. Select the few actions that are most critical for improving
    instructional support for those particular area(s) (benchmark, strategic,
    intensive).
•   Consider whether there are actions from the 05-06 School Action Plan that
    were not met that would be important to include.
•   Record selected high priority actions on grade-level action plan breakout
    forms.



                                                                             58
Grade-Level Action Plan Breakout Form
Grade Level Instructional Support (Total)
Data:
Percent AP:
Quartile:


Benchmark Instructional Support
Data:                          Key Proposed Action(s)
Percent AP:                  •
Quartile:                    •


Strategic Instructional Support
Data:                            Key Proposed Action(s)
Percent AP:                    •
Quartile:                      •


Intensive Instructional Support
Data:                          Key Proposed Action(s)
Percent AP:                    •
Quartile:                      •
                                                          59
       Activity 4: Revisit 2005-2006 CSI Maps
            • What changes need to be made?


Materials Needed:
• grade-level action plan breakout forms (just completed)
• 2005-2006 Winter-Spring CSI Maps
• Post-It Notes

  Revisit the high priority grade-level actions identified in Activity
  #3. Examine your 05-06 CSI Winter-Spring grade level
  instructional support plans for your benchmark, strategic and
  intensive students. Using Post-It notes, add notes to your CSI
  map reflecting desired actions/changes based on the prioritized
  actions.

                                                                  60
  Select stronger
intensive program -
       RM?



                      61
           Activity 5: Grade-Level Share Out
        • How are we doing? How do we get there?

Materials Needed:
• completed grade-level action plan breakout forms
• 2005-2006 winter-spring CSI Maps
• chart paper and markers

  Work in your grade-level team to prepare a brief share-out of your
  grade-level data and proposed high priority actions for next year.
  Share data summary and key proposed actions from instructional
  support areas (i.e., benchmark, strategic and intensive) with the
  entire school team. Building principals facilitate the large group
  share-outs.


                                                               62
                    Next Steps
• Each grade-level team should turn in one copy of the
  completed PET-R Action Planning Tool - Elements III, IV,
  and V (for benchmark, strategic, and intensive) with
  highlighted actions/goals to the coach. Also include #5
  from Element VI. Include a copy of the action plan
  breakout form.
• Principal/District Team Representative will turn in a copy
  of Element VI to the coach.
• Coach will save Elements II and VI which were completed
  by the school team.
• Coach will collect Teacher Needs Surveys and summarize
  results.


                                                          63
                            Next Steps
•   Early Reading Team will take the completed sections of the PET-R Action
    Planning Tool from the IBR and combine into a draft of a School Action Plan
    for 2006-2007.
•   Early Reading Team will draft an 06-07 RF budget that is linked to the School
    Action Plan using the budget worksheets provided by ODE/ORFC.
•   Drafts of the School Action Plan and budget will be turned into the Regional
    Coordinators on June 30, 2006 along with “How Are We Doing? Reports from
    principal and district. Principals and District Team Members should plan to
    share out their reports some time in the month of June.
•   ODE/ORFC will send a complete school report, including DIBELS and SAT-
    10 data to RF schools in July.
•   Leadership Team (district, principal, coach) will adjust School Action
    Plan/Budget as necessary based on the report.
•   Leadership Team (district, principal, coach) will submit a final draft of School
    Action Plan/Budget to ODE/ORFC at the end of August.
•   CSI Maps for fall-winter 06-07 will be due in September, 2006.



                                                                                  64
06-07 School Action Plan




                           65
06-07 School Action Plan




                           66

				
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