implementation of the assurances - what it takes!
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Implementation of the Assurances - What It Takes!. Presented by: Kristen Beckner Roxanne Higgins Marilyn Miles Connie Tate. Reading First. A national initiative focused on ensuring that all students are reading at grade level by the end of third grade. California Plan. - PowerPoint PPT PresentationTRANSCRIPT
Implementation Implementation of of
the Assurances the Assurances - -
What It Takes!What It Takes!Presented by:
Kristen Beckner
Roxanne Higgins
Marilyn Miles
Connie Tate
Reading FirstReading First
A national initiative focused on ensuring that all students are reading at grade level by the end
of third grade.
California PlanCalifornia PlanThe Assurances: critical success factors for districts serious about improving student achievement.
Designed to help LEAs apply the scientific research on how to teach all students to read proficiently.
AssuranceAssurancess
Internal Infrastructure of
California’s Reading First Plan
AssurancesAssurancesDistrict: Require, in Year 1, or
the first year the teachers work at a Reading First school site, participation of all teachers (K-3 and K-12 special education) in State approved AB 466 program (with LEA responsible for 80 hours of practicum).
Site: Require that all teachers (K-
3 and offer to K-12 special education) participate in Year 1, or in the first year the teachers work at a Reading First school site, the State Board approved AB 466 program (with LEA responsible for 80 hours of practicum).
AssurancesAssurances
AssurancesAssurances District: Require, in Year 1, or
the first year the principal works at the Reading First school site, participation of all principals (K-3 elementary schools) in State approved AB 75 - Module 1, California Principal Training Program.
Site: Attend, in Year 1, or the
first year the principal works at the Reading First school site, the AB 75 - Module 1, California Principal Training Program, based on the district’s State adopted reading/language arts instructional program.
AssurancesAssurances
AssurancesAssurances District: Require in Years 2 and
3, all teachers participate in comparable AB 466 professional development program for advancement of skills in use of adopted program and instructional strategies.
Site: Require in Years 2 and 3,
all teachers participate in comparable AB 466 professional development program for advancement of skills in use of adopted program and instructional strategies.
AssurancesAssurances
IssuesIssues Multiple and competing, not focused on
adopted program Professional development opportunities
available (some not focused on using adopted program)
Variability in quality of providers Scheduling trainings during instructional day,
after school, weekends, or non-contract time Challenges based on teacher contract
(required optimal training and associated costs)
Low completion rates of 80-hour follow-up
SolutionsSolutions Single-focused Initiative-Reading First Cohesive and high quality professional
development for teachers, coaches, and administrators
Contractual agreements for non-contract and district time professional development
Funding for volunteered participation and for required participation
Follow-up activities to include special coaching sessions, grade level meetings, scoring and analyzing 6-8 week skills assessments, district and site-based trainings
AssurancesAssurances District: Provide, with
coordinated guidance from state and regional centers, means for instructional supports to improve use of adopted program. Coaches Content experts Instructional specialists
Site: Assure that coaches are adequately prepared to serve as peer coaches to teachers implementing the adopted reading/language arts program.
AssurancesAssurances
IssuesIssues Access to information on how to
improve instructional practice Use of monitoring systems
(assessments and reporting) to inform how to improve instruction and learning
Qualified training of coaches School-site observation opportunities
SolutionsSolutions Attendance at LEA Sessions
[provided by C-TAC and R-TAC] 6-8 Week Skills Assessments and
OARS Attendance of Coaches and LEA’s
Coach Coordinator at Coach Institutes [provided by C-TAC]
LEA site visit teams and R-TAC team (3 times per year)
AssurancesAssurances District: Adopted and fully
implement the district’s State adopted K-3 instructional reading/language arts program for K-3 teachers and special education teachers; including the alternative Spanish version (if selected).
Site: Insist on and ensure the full implementation of the adopted reading/language arts program K-3 teachers
AssurancesAssurances
IssuesIssues Definition of FULLY IMPLEMENT:
Teacher determined or LEA determined
Development of Placing Schedule Holding on to past practices Reality of Expectation for Full
Implementation of Adopted Reading Language Arts Program
SolutionsSolutions Definition of FULLY IMPLEMENT:
Teaching the program with fidelity LEA and site monitoring adherence to
district developed pacing schedule On-going professional development
on fidelity and purpose of pacing schedule for adopted program
Coaches reinforcement of full use of program and pacing schedule
AssurancesAssurances District: Assure the adopted
reading/language arts program will be fully implemented and the daily instructional time will be protected from disruptions for minimum of 2.5 hours for Grades 1-3, and 1 hour for Kindergarten, through use of a pacing schedule.
Site: Support full implementation of the district’s State adopted reading/language arts instructional program and protect the daily instructional time from disruptions for a minimum of 2.5 hours for Grades 1-3, 2.5 hours and 1 hour for Kindergarten, through the use of a pacing schedule.
AssurancesAssurances
IssuesIssues Interruptions during
Reading/Language Arts block Pull-outs during
Reading/Language Arts block No classroom posting of minutes
for Reading/Language Arts block
SolutionsSolutions District and site monitoring of
instructional minutes Pacing schedule adherence Agreement on uninterrupted time
in AM schedule Communication between
classroom teachers and other staff on protecting instructional minutes for every school day
AssurancesAssurances District: Use and support only
supplemental materials, technology programs, or staff development programs that support the scientific research-based, adopted reading/language arts instructional program.
AssurancesAssurances Site: Ensure that any
supplemental materials, technology programs, or staff development programs will be in alignment with the scientific research-based, adopted program.
IssuesIssues Encroachment of extraneous
supplemental materials and staff development programs
Assertions of inadequacy of newly adopted reading/language arts program in beginning years of a new adoption
SolutionsSolutions LEA and site guidelines and review process
for use, any supplemental materials or professional development programs
District monitoring of selection of supplementals and professional development programs
Coaches involvement with review process for supplementals and professional development programs
Purpose of guidelines to maintain fidelity to adopted program and its embedded instructional practices
AssurancesAssurances District: Develop and implement
assessment plan for all Reading First schools based on valid and reliable instructional assessments from the recommended list, which includes a frequently used program monitoring assessment based on the instructional program.
AssurancesAssurances Site: Guide the monitoring of
student progress based on the instructional program assessment and others approved by the district; and use the results to make program decisions for the purpose of maximizing student achievement.
IssuesIssues Lack of understanding of purpose
and use of 6-8 Week Skills Assessments
Lack of an efficient and effective reporting system for use of 6-8 Week Skills Assessments
Lack of training on selection, administration, and use of diagnostic assessments
SolutionsSolutions On-going professional development
(see www.calread.net, click Assessments to locate training materials
6-8 Week Skills Assessments are used to guide instruction for ALL students
Coaches assistance in analyzing and interpreting data
Set schedule for reporting of assessment data
AssurancesAssurances District: Assure that all school
sits will support regular, collaborative, grade-level teacher meetings to discuss use of the instructional program, student result on the selected assessments, and will receive additional training
AssurancesAssurances Site: Organize and support
regular, collaborative, grade-level teacher meetings to discuss use of the instructional program and student results on the selected assessments, and to develop action plans for student interventions and/or additional teacher training.
IssuesIssues Unfocused grade-level meetings Lack of effective Action Plans Frequency of grade-level
meetings
SolutionsSolutions Consistent agenda template Grade-level meetings facilitated
by principal, coach, or grade-level lead
Purposeful use of data to determine appropriate instruction for ALL students
What It Takes!What It Takes!“Systemic change for
teachers will take time, and will also require serious and sustained efforts by district
and site administrators.”
Assurances for the Sake of Our Students
Every Student, Every Every Student, Every Classroom, Every Classroom, Every
Grade Level, Every Grade Level, Every YearYear
Assurances for the sake of our students hold the tremendous promise for providing equal
opportunities to succeed.
Assurances for the Sake of Our Students
See Handout On:See Handout On:
Key Action Elements Necessary for Improving Academic Achievement