HOW THE OREGON LITERACY FRAMEWORK CAN SUPPORT YOUR EFFORTS TO IMPLEMENT RTI, MTSS, AND CCSS

E R I N A . C H A P A R R O , P H . D .E C H A PA R R @ U O R E G O N . E D U@ E B I S S E R I N

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THE OREGON K-12 LITERACY FRAMEWORK: A WEB TOUR

H T T P : / / W W W. O D E . S TAT E . O R . U S / S E A RC H / PA G E /? I D = 2 5 6 8

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The Oregon K-12 Literacy Framework

…is a blueprint…adopted by the State Board…for what schools in Oregon can do to help students develop the essential skill of reading.

Oregon Literacy Initiative

Superintendent Summer

Institute

Reading First Outreach PBIS

Response to Intervention

EBISS Essential Skill of

Reading

Oregon Diploma

Common Core State Standards

The Literacy Framework is aligned to recent and current Oregon initiatives that improve reading.

GoalsInstructionAssessmentLeadershipProfessional

Development

Commitment

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THE OLF BUILDS ON EBISS TO SUPPORT CCSS

Leadership & Commitment

Action Planning with Schools

Coordination & Coaching

Professional Development & Training

Ongoing Assessment and Evaluation Systems

Visibility & Political Support

Funding

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Content Areas

Reading Writing

GeneralCross Discipline Standards

College and Career

Readiness Anchor

College and Career

Readiness Anchor

Grade Specific

Literacy in History/Social

Studies

Literacy in History/Social Studies, Science & Technical SubjectsLiteracy in

Science & Technical Subjects

ELA Reading Writing Speaking and

Listening

Language

GeneralCross Discipline Standards

College and

Career Readiness

Anchor

College and

Career Readiness

Anchor

College and

Career Readiness

Anchor

College and

Career Readiness

Anchor

Grade Specific

Literature Writing Speaking and

Language

Language

Informational Text

Progressive Skills by

Grade

ELA & Content Areas

Reading Writing Speaking and

Listening

Language

GeneralCross Discipline Standards

College and Career Readiness

Anchor

College and Career Readiness

Anchor

College and Career Readiness

Anchor

College and Career Readiness

Anchor

Grade Specific

Literature Writing Speaking and

Language

Language

Informational Text

Progressive Skills by

Grade

Foundational Skills

K - 5

6-12

CCSS

OBJECTIVES OF THE FRAMEWORK

All students read at grade level or above as soon as possible after entering school.

All students continue to advance in grade-level reading skills each year across the instructional areas in grades 4-12.

All students reading below grade-level receive the strongest reading instruction and interventions possible to help them read at grade level.

HOW CAN WE WORK TOGETHER TO BETTER PREPARE STUDENTS FOR FUTURE SUCCESS?

The major question…

Is the system of reading instruction and support in our district/school effective for a high percentage of students?

SIX COMPONENTS OF THE FRAMEWORK

One Chapter for

Each Component

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GOALS12

ESTABLISH READING GOALS WITHIN A COMPREHENSIVE AND SUSTAINED SCHOOL READING PLAN

Measurable goals

Aligned to CCSS

Assessed frequently

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GENERAL GOAL SETTING GUIDELINES80% (ideally more) students in a

school should be reading at grade level and their needs should be met by the core instruction

15% of students may need additional instructional support

5% of students may need significant additional and individualized support

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http://schools.oregonlive.com/search

/Past Achievement

Compact goals – current ones if you have them

http://www.orspdgdata.org/HomePages

/

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REVIEW DATA SOURCES

CONSIDER DIFFERENT TYPES OF GOALSOutcome Goals

SummativeAdequate Progress Goals

Summative (if at end of year) Formative (if during year)

Progress Monitoring Goals Formative

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Aggregated Data (District or School-

wide) Are they measureable?

Are they clearly communicated to all stakeholders? How?

Are they ambitious? How?

Disaggregated data

(District or School-wide)

Are they measureable?

Are they clearly communicated to all stakeholders? How?

Are they ambitious? How?

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QUESTIONS TO ASK ABOUT YOUR GOALS

PART 2:USING THE OLF TO SUPPORT IMPLEMENTATION OF THE CCSS

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LEADERSHIP, PROFESSIONAL DEVELOPMENT &,COMMITMENT

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LEADERSHIPLeadership creates

a coherent plan for reading based on data analysis

Leadership prioritizes attainment of

reading goals for all students

Leadership is knowledgeable about

standards, assessments, and

instruction

Leadership is distributed,

connected, and consistent

Leadership provides ongoing feedback through classroom

observations

REFLECTION OR TABLE TALK

How is the building leadership team currently supporting your school’s implementation of the CCSS?

How is the district supporting building leaders to grow their understanding of the CCSS?

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LEADERSHIP OBSERVES & PROVIDES FEEDBACKOngoing feedback through classroom

observations

Walking the Talk:Providing powerful instructional leadership through effective school and classroom walk-through visits

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“The walk-through’s connected to the.....”

WHY DO WALK-THROUGHS?

walk-through

instructional leadership

teacher effectiveness

student achievement

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PROFESSIONAL DEVELOPMENT

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PROFESSIONAL DEVELOPMENT

Data-driven

Differentiated

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WHAT PROFESSIONAL DEVELOPMENT INITIATIVES DO YOU ALREADY HAVE IN PLACE? I N A L I G N M E N T W I T H C C S S

C O M P E T E S W I T H C C S S

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ALIGN PROFESSIONAL DEVELOPMENT WITH THE SCHOOL READING PLAN

Analyze data

•Examine data from previous and current grade levels

Target professional development

•Specifically target professional development aligned to goals in the School Reading Plan and monitor the impact on instruction and student reading outcomes

Principals Teachers

New Teachers

Substitute Teachers

Instructional Assistants Coaches

Data Team LeadersNew Staff

TOSAsProfessional Development is differentiated

according to position and need.

COMMITMENT

Develop a CCSSImplementation Plan

Set goals & assess

regularly. Share goals

and progress with all staff throughout the school

year.

Provide instruction

and professional development to staff who

need support.

Create leadership structures

and establish commitment

to all students

meeting & exceeding

goals.

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PHASES OF CCSS PROFESSIONAL DEVELOPMENT IMPLEMENTATION

Build Awareness

Develop deeper

understanding

Integrate with curricula and assessment

Evaluate and Revise

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AUDIT OF PD FOR CCSS EFFORTSTarget Audience

Venue Goal of Training Timeline

All Staff Staff Meetings

Share what teams have learned or integrated into their teaching

Monthly

Classroom Teachers

Grade Level Team Meetings

1) Curriculum alignment (e.g. throughout the year place a check mark next to those standards that are addressed)

2) Instructional delivery collaboration3) Instructional problem-solving

Monthly

All Instructional Staff

Classroom Walkthroughs

Performed by administrators or other teachers to provide feedback and support

Monthly

Administrators

District Leadership Implementa-tion Meetings

1) Provide updates on implementation2) Provide feedback on barriers to

implementation

3-4 times a year

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THINKING OUTSIDE OF THE BOX

Tiffany-Morales, J., Astudillo, S., Black, A., Comstock, M., & McCaffrey, T. (2013). Preparing for the Common Core: Using performance assessment tasks for professional development (A report from the Center for the Future of Teaching and Learning at WestEd). San Francisco, CA: WestEd. 34

DISCUSSION: PD CCSS STRENGTHSWhat are the current strengths of your PD system to support

CCSS implementation within your school?

Within your district?

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Who is the target audience?What are the target content/learning

objectives?When does the pd take place?Where does it take place?How often does it take place?

DISCUSSION: PD CCSS GAPS IN IMPLEMENTATIONWhat are the current gaps of your PD system to support CCSS

implementation within your school?

Within your district?

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Who are we missing in our current plan?What content have we not covered?When does the PD take place? Are we using

our current meeting structures to support this work?

Where does it take place?How often does it take place?

ACTION PLANNING

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ACTION PLANNING

DRAFT

Linn Elementary School Reading Plan

Date: April 13, 2010 Reading Plan Review Timeline: This plan will be reviewed and updated every June. The reading plan will be reviewed with new staff at the start of every school year.

Component 1: Goals Primary Reading Goal: All children will be reading at grade level by grade 3. Intermediate Reading Goal: All children will be reading to learn at grade level by grade 6. Formative Reading Goals: Kindergarten Phonemic Awareness Middle: 18 correct phonemes per minute

End: 35 correct phonemes per minute Phonics Middle: 13 correct sounds/ 3 words recoded correct per minute

End: 25 correct sounds/8 words recoded correct per minute First Grade: Phonics Beginning: 25 correct sounds/8 words recoded correct per minute

Middle: 50 correct sounds/15 words recoded correct per minute Fluency Middle: 20 correct words per minute

End: 50 correct words per minute Second Grade Fluency Beginning: 44 correct words per minute

Middle: 68 correct words per minute End: 90 correct words per minute

Third Grade Fluency Beginning: 77 correct words per minute

Middle: 92 correct words per minute End: 110 correct words per minute

Fourth Grade Fluency Beginning: 93 correct words per minute

Middle: 105 correct words per minute End: 118 correct words per minute

Fifth Grade Fluency Beginning: 104 correct words per minute

Middle: 115 correct words per minute End: 124 correct words per minute

Sixth Grade Fluency Beginning: 109 correct words per minute

Middle: 120 correct words per minute End: 125 correct words per minute

School Reading Plan

COMMITMENT TO PARENTS COMMITMENT TO

THE COMMUNITY

ONLINE RESOURCES FOR EDUCATORS

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http://oregonliteracypd.uoregon.edu/

“ALL OF US DO NOT HAVE EQUAL TALENT, BUT ALL OF US SHOULD HAVE AN EQUAL OPPORTUNITY TO DEVELOP OUR TALENTS.”

J O H N F I T Z G E R A L D K E N N E D Y

Thank you for your efforts and your commitment to improving educational outcomes for Oregon’s students!

echaparr@uoregon.edu@EBISSErin541-346-1103