Blueprint to Success Guide Strategic Planning - PowerPoint by djn57824

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									 The Oregon Reading First
Model: A Blueprint for Success
          Scott K. Baker
     Eugene Research Institute/
       University of Oregon

        Orientation Session
           Portland, Oregon
          November 12, 2002
                                  1
Overview of Oregon Reading First
                  Oregon
              Reading First
           Districts and Schools

           Oregon Reading First
                 Center

          Regional Coordinators
       & Regional Coordinating Teams


         Reading Leadership Team



      Oregon Department of Education
                                       2
What Reading First Means to Oregon
             Schools
 K-3 reading instruction following
  scientifically-based reading research
  (SBRR)
 Ongoing assessments to monitor student
  reading progress and outcomes
 Ongoing professional development
  targeting knowledge of SBRR, classroom
  expertise, and building long-term capacity
                                               3
   Four Common Features Among All
     Oregon Reading First Schools
1. Emphasis on five essential components of
   beginning reading
        Phonemic awareness
        Phonics
        Reading fluency
        Vocabulary
        Comprehension

                                              4
           Four Common Features
2. Selection of beginning reading programs and
   materials
 An approved comprehensive beginning reading
  program
   Anchor for classroom instruction
   Emphasis on five essential components
   Meets instructional needs of 75-80% of students
 Approved supplemental reading materials
   Guide strategic interventions for 20-25% of students
 Intensive interventions for 5-10% of students
                                                           5
             Four Common Features

3. Reliance on research-based instructional
   practices and strategies
  Allocated time and engaged time
     At least 90 minutes per day of uninterrupted
      beginning reading instruction
  Instructional grouping formats
     Small group and whole class
     Based on student knowledge and skill
     Key component of strategic and intensive
      interventions
                                                     6
             Four Common Features

3. Reliance on research-based instructional
   practices and strategies (continued)
  Differentiated instruction
    Necessary to reach reading goals
    Variations in Intensity, Amount, Formats
  Teaching to mastery
     Understand previously taught material before new
      material is introduced
     Monitor understanding during and after instruction
                                                           7
         Four Common Features
4. Student reading performance monitored
   systematically
  Focus on five essential components of
   beginning reading
  A minimum of three times per year
  Reading data used to:
    Identify students for strategic and intensive
     interventions
    Establish reading goals
    Determine program effects
                                                     8
     How will beginning reading
 programs and materials be selected?
  Oregon Curriculum Review Panel
 Purpose:
    To provide a critical analysis of
    beginning reading programs and
    materials that is objective and
    reliable, and based on the best
    information available about SBRR
                                         9
 Oregon Curriculum Review Panel
 Members:
   Individuals with expertise in beginning
   reading from:
      Oregon Reading First Center
      Oregon Department of Education
      Oregon school districts
 Work with other states on curriculum
  analysis issues


                                             10
 Assessing Oregon Reading First
            Students
        Assessment Purposes

 Screen students who need additional
  instructional support
 Diagnose students’ instructional needs
 Monitor progress of students over time
 Evaluate outcomes at key points in time
                                            11
Assessing Oregon Reading First Students
           Assessment Areas

         Phonemic awareness
         Phonics
         Fluency
         Vocabulary
         Reading Comprehension


                                          12
   Assessing Oregon Reading First Students
  Who will collect the assessment data?
 District and school assessment teams will
  be trained to collect screening,
  diagnostic, and progress monitoring data
 The Oregon Reading First Center will
  collect some of the student outcome data
 District and school assessment teams will
  be trained to conduct systematic
  reliability checks
                                              13
Examples of Student Assessments: Screening
Area           Examples
Phonemic       DIBELS: Initial Sound Fluency,
Awareness      Phonemic Segmentation Fluency
Phonics        DIBELS: Nonsense Word Fluency
Fluency        DIBELS: Oral Reading Fluency
Vocabulary    Woodcock-Johnson Test of
              Achievement-III: Picture Vocabulary
Reading       Woodcock Reading Mastery Test-
Comprehension Revised: Passage Comprehension
                                                    14
Examples of Student Assessments: Progress Monitoring
  Area           Examples
  Phonemic       DIBELS: Initial Sound Fluency,
  Awareness      Phonemic Segmentation Fluency
  Phonics        DIBELS: Nonsense Word Fluency
  Fluency        DIBELS: Oral Reading Fluency
  Vocabulary    Woodcock-Johnson Test of
                Achievement-III: Picture Vocabulary
  Reading       Texas Primary Reading Inventory:
  Comprehension Reading Comprehension
                                                      15
Examples of Student Assessments: Outcomes
Area           Examples
Phonemic       DIBELS: Phonemic Segmentation
Awareness      Fluency
Phonics        DIBELS: Nonsense Word Fluency, SAT-
               9: Word Study Skills
Fluency        DIBELS: Oral Reading Fluency
Vocabulary    SAT-9: Reading Vocabulary & Listening
              Comprehension
Reading       SAT-9: Reading Comprehension,
Comprehension WRMT-R: Passage Comprehension           16
Examples of Student Assessments: Diagnose
Area            Examples
Phonemic        Comprehensive Test of Phonological
Awareness       Processing
Phonics         WRMT-R: Letter Identification and
                Word Attack
Fluency         Gray Oral Reading Test IV (GORT-IV):
                Rate
Vocabulary      Woodcock-Johnson Test of
                Achievement-III: Picture Vocabulary
Reading         WRMT-R: Passage Comprehension
Comprehension                                          17
School Professional Development and Support
  for Oregon Reading First Implementation
 Two-year professional development model

     Institutes on Beginning Reading (IBRs)
     Mentor coaches
     School-based reading first teams and
      principal leadership
     Regional coordinators
     Beacon schools
                                               18
    Institutes on Beginning Reading (IBRs)
Purpose: To develop knowledge and expertise related
     to Scientifically Based Reading Research
      IBR I - 4 days
          Summer prior to new school term
          Scientific principles of beginning reading;
           application of principles to grade-specific
           goals and content
          Selection of comprehensive program and
           supplemental materials
          Learning DIBELS assessment system:
           Dynamic Indicators of Basic Early Literacy
           Skills                                        19
Institutes on Beginning Reading (IBRs)
  IBR II - 2 days
    Following Fall data collection
    Analysis of student performance data
    Identify children at risk of reading
     difficulty
    Plan instructional groups and
     differentiated instruction


                                            20
Institutes on Beginning Reading (IBRs)

  IBR III - 1 day
    Following Winter data collection
    Setting goals and monitoring student
     progress
    Evaluating interventions and adjusting
     instruction



                                              21
Institutes on Beginning Reading (IBRs)
  IBR IV - 1 day
    Following Spring data collection
    Analyze level of performance at end-
     of-year
    Analyze progress from fall to winter to
     spring
    Analyze performance of intervention
     students
                                               22
      Leadership Institutes on
        Beginning Reading
 Concurrent with IBRs for Oregon Reading
  First school-based teams
 Participants: Principals, mentor coaches,
  regional coordinators, and district personnel
 Purpose: Support Reading First
  implementation, effective communication
  and decision making, and long-term
  capacity building
                                                  23
Institutes on Beginning Reading:
              Year 2
 Focus on implementation quality
 Improving effectiveness of interventions,
  especially for struggling students
 Improving efficiency in using data for
  decision making
 Key indicator of success will be student
  reading progress and outcomes

                                              24
      School-Based Mentor Coaches
   One coach per school
   Teachers with expertise in beginning reading
    instruction
   Focus on effective classroom implementation
   Expertise with DIBELS and using data for
    decision making
   Building school capacity to provide and
    sustain effective reading practices

                                                   25
       Regional Coordinators

 Expertise in beginning reading and
  administration
 Train mentor coaches
 Help schools build capacity for
  continuous improvement
 Extend Reading First activities to
  Pathfinder schools
                                       26
          Beacon Schools
 Effective Cohort A schools will
  serve as Beacon schools for Cohort
  B schools
 Training to serve as host sites for
  Cohort B teachers
 Training to visit Cohort B schools
  to support teachers and programs,
  and provide feedback
                                        27
 Technology and Dissemination
 Accessing and using information
  contained in three interconnected
  websites
   Oregon Reading First
   Big Ideas in Beginning Reading
   Dynamic Indicators of Basic Early
    Literacy Skills (DIBELS)
                                        28
  Oregon Reading First
Interconnected Websites
       Oregon Reading First
            In process
       Big IDEAS in Beginning Reading
            http://reading.uoregon.edu/


       Dynamic Indicators of Basic Early
        Literacy Skills (DIBELS)
            http://dibels.uoregon.edu/


                                            29
  Technology and Dissemination
 Disseminate information and
  materials to districts, schools, and
  classrooms
   Extended learning opportunities
   Long distance meeting and planning
    sessions
   Teacher study groups
                                         30
Evaluation of Oregon Reading First
 External evaluation by the Texas
  Center for Reading and Language Arts
  – primarily for summative purposes
 Internal evaluation by the Oregon
  Reading First Center – primarily for
  formative purposes

                                         31
        Evaluation Targets
 Student reading performance K–3
 Classroom implementation
 Teacher and coach knowledge: SBRR,
  comprehensive beginning reading
  program and supplemental materials,
  student assessments
 Professional development and technical
  assistance
 State leadership
                                           32

								
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