Oregon Department of EducationSustaining K-3 Literacy Momentum

Forum

Salem, OregonSeptember 28, 2007

Welcome / Logistics/ Overview of Agenda

Joni Gilles

Oregon Department of EducationSustaining K-3 Literacy Momentum Forum

9/28/07

Agenda

Time Topic Presenter/Facilitator9:00-9:10 Welcome / Logistics/ Overview of Agenda Joni Gilles

9:10-9:40 Update on Sustainability Initiatives in the State of Oregon: RMC Sustainability Tool and Training Early Reading Team Training Series Comparison between CTAG and RF schools K-3 Literacy Framework RTI Initiatives

Stan PaineTrish TraversRuss SweetCarrie Thomas BeckTrish Travers

9:40-10:05 Framework for School-Level Literacy Plans / Upcoming Webinars /Examples of Introductions

Carrie Thomas BeckDistrict Team Leaders of ERT Districts

10:05-10:15 Expectations for District Leaders Checklist Overview Pat Nash

10:15-10:55 Element I and II of District Expectations Checklist: Goals andAssessment Small Group Discussion (15 minutes) Large Group Share Out of District Examples (25 minutes)

ODE

10:55-11:10 BREAK

11:10-12:00 Element III of District Expectations Checklist: Instruction Small Group Discussion (15 minutes) Large Group Share Out of District Examples (25 minutes)

ODE

12:00-12:45 LUNCH ODE

12:45-1:25 Element IV of District Expectations Checklist: Leadership Small Group Discussion (20 minutes) Large Group Share Out of District Examples (20 minutes)

ODE

1:25-2:05 Element V of District Expectations Checklist: ProfessionalDevelopment Small Group Discussion (20 minutes) Large Group Share Out of District Examples (20 minutes)

ODE

2:05-2:15 BREAK

2:15-2:50 Element VI of District Expectations Checklist: Commitment Small Group Discussion (15 minutes) Large Group Share Out of District Examples (20 minutes)

ODE

2:50-3:00 Wrap Up / Next Steps Joni Gilles

Update on

Sustainability Initiatives in the State of Oregon

RMC Sustainability Tool and Training

Stan Paine

Reading First Sustainability Project

A project of

U.S. Department of Education

National Reading First OfficeCompleted under contract to:

RMC Research Corporation

Purpose

• Provide a “resource–rich” structure (forms, process) and systems level support for sustainability planning

• Provide background information and other resources to support the process and to learn more about sustainability

Delivery Format

• Web site

• URL to be announced upon release (Oct.)

• Search for “Reading First Sustainability”

• Downloadable & printable documents

Main Components

• Sustainability Self–assessments– State level– District level– School level– Classroom level

• Sustainability Planning process: PET–S– Planning & Evaluation Tool for Sustainability

Main Components––continued

• Resources for planning– Planning tools (other funding; coach support)– Sample sustainability plans

• Background information– Sustainability briefs

• Culture and leadership briefs out this fall• 2–3 more topical briefs due out each year

– Sustainability literature review– Annotated bibliography

Main Components––continued

• Regional workshops on sustainability planning (complete school/district teams)

• State level sustainability planning meetings (cross–departmental)– Reading First, special education, curriculum

and instruction, federal programs, other . . . – Oregon Department of Education––Sept. 27

For more information

• Today’s meeting

• Oregon RF office

• Oregon Reading First Center (U of O)

• Reading First Sustainability Project– Web site launch due late October– spaine@rmccorp.com

Early Reading Team Training Series

Trish Travers

Teaming for Success:

Going from ALL to EACH

Oregon Reading First

ERT Training Series

Dimensions of A Healthy System

Districts

Schools

Grades

Classrooms

Groups

Oregon Reading First ERT Training Series

• Optional training series offered Winter 2007-Spring 2008• 17 Reading First Schools Participating• Content:

– Systems-level problem solving– Systems level and individual growth and goal setting– RTI in a Three-tiered model (Tigard-Tualatin Series)– District and School Literacy planning (Sustainability)

• PD mechanism– Statewide, Regional, school-based

Comparison Between CTAG and RF Schools

Russ Sweet

Literacy Models Table

District(County)

School LiteracyBlock

Assessmentsused

Programs used ProfessionalDevelopment

LiteracySupport

DataAnalysis

Bethel(Lane)

PrairieMountainSchool

90 minuteblock

DIBELS ORF Open Court SchoolImprovementPlan dictates theprofessionaldevelopment

Leadership Grade-levelteammeetings andcross-gradeteammeetings

David Douglas(Multnomah)

GilbertHeightsElementary

Has areadingblock, 30minutes ofwhich iscoordinatedwith ELLstaff,doubledosing

DevelopmentalReadingAssessment(DRA)DIBELSPortfolioAssessments

Balanced LiteracyApproach, GLAD,CurriculumMapping

Embedded LiteracyCoach

ProfessionalLearningTeams(grade-leveland cross-grade level

Tigard-Tualatin(Washington)

MetzgerElementary

90 minuteblock,doubledosing

DIBELS,Curriculum-basedmeasures (CBM)

Success For All,SIOP, Fast TrackPhonics

Individual andschool-wideprofessionaldevelopment tiedto schoolimprovementgoals

EffectiveBehaviorandInstructionalSupport(EBIS)Teams

EBIS teams

Salem-Keizer(Marion/Polk)

KeizerElementary

90-minuteblock

Primary LiteracyAssessments, SanDiego QuickAssessment

Scott-ForesmanReading, GLAD

Available forteachers andparaprofessionalsthrough Title II,but must alignwith the CSIP.

Literacyteacher

Grade-aliketeams

Medford(Jackson)

HowardElementary

90 minuteblock

DIBELSSAT-10

Trophies(Harcourt)

Embedded LiteracyCoach

Grade-levelTeams

Beaverton(Washington)

Aloha-HuberParkElementary

90 minuteblock,doubledosing

DIBELSSAT-10

The Nation’sChoice (Houghton-Mifflin)

Embedded,observations,demonstrations

LiteracyCoach

Collaborativedata teams

Portland(Multnomah)

Boise-EliotSchool

90 minutes DIBELSSAT-10OSAT

The Nation’sChoice (Houghton-Mifflin)

Embedded LiteracyCoach

MonthlyGrade LevelTeammeetings

District(County)

School LiteracyBlock

AssessmentsUsed

ProgramsUsed

ProfessionalDevelopment

LiteracySupport

DataAnalysis

Medford(Jackson)

Oak GroveElementary

90 Minutes DIBELSSAT-10OSAT

The Nation’sChoice(Houghton-Mifflin)

Embedded LiteracyCoach

Monthly GradeLevel TeamMeetings

North Wasco(Wasco)

ChenowithElementary

Undetermined DevelopmentalReadingAssessment(DRA), MaryClay individualassessments

First Steps Program specificprofessionaldevelopment

LiteracyLeaders

Grade/Contentplanning teams

Beaverton(Washingrton)

VoseElementary

Undetermined DevelopmentalReadingAssessment

GLAD, SIOP,CriticalReading/Writing

Staffdevelopmentplan is based onstudent needs

LiteracyCoaches

Data Teams

K-3 Literacy Framework

Carrie Thomas Beck

Outline for Oregon’s K-3 Literacy Framework

1. A schoolwide priority on K-3 reading goals is established.

2. Reliable and valid reading assessments are used to inform instructional practices.

3. Reading instructional time is protected and sufficient for all students to meet reading goals.

4. Instructional programs and materials are based on research and linked to reading goals.

Outline for Oregon’s K-3 Literacy Framework

5. Differentiated instruction is an integral part of the schoolwide reading plan and is used to help all students meet reading goals.

6. Leadership prioritizes attainment of reading goals for all students.

7. High quality professional development must be linked to the school’s reading goals and program.

8. Schoolwide commitment to meeting reading goals.

GOALS

• Five Big Ideas• State Standards

ProfessionalDevelopment

Commitment

Leadership

Goals Assess Instruction LeadershipProfessionalDevelopment Commitment

School

District

State

A 3 X 6 Matrix

Implementation of the Schoolwide Model

District Support for Implementation of Schoolwide Model

State-Level Initiatives to Support Districts/Schools in Implementation of the Schoolwide Model

RTI Initiatives

Trish Travers

Effective Behavioral and Instructional Support:School-wide Systems for Each and All

Academic Support

BehaviorSupport

EBISS District Support Timeline

Year 1 Year 2 Year 3 Year 4 Year 5

Cohort I

21 Districts

3 ECE programs

Training of trainers

PBS implementation

RTI for Reading

Evaluate data –

Integrate PBS/RTI models

Maintenance

Cohort II

22* Districts

3* ECE programs

No activity Training of trainers

PBS implementation

RTI for Reading

Evaluate data – Integrate PBS/RTI models

* = Approximate numbers depending on district applications and selection process.

Framework for School-Level Literacy Plans/

Upcoming Webinars

Carrie Thomas Beck

Framework for School-Level Literacy Plans

• Part 1: Introduction

Provides an overview of key components of literacy plan.

• Part 2: Details

Provides details on how school will apply the key components identified in the Introduction.

Introduction

The introduction states school’s commitment to reading instruction K-3 and the role of the schoolwide beginning reading model.

• Why is early reading instruction and achievement important to the school?

• What are the reading goals at the school?• How will the components of the schoolwide

reading model help meet the reading goals?• How will the school use the literacy plan?

Details

School Literacy Plan - Part 2

Date:Literacy Plan Review Timeline:

School-Level Goals:K:

1:

2:

3:

Component 1: Time for Reading Instruction

Length of Reading Block:

K:1:2:3:

*Attach Sample School Schedule

Start Date for Reading Instruction:

End Date for Reading Instruction:

Additional Reading Time (i.e., Double Dose):

Criteria for Identifying Students for Additional Reading Time:

Upcoming Webinars on School-Level Literacy Plans/Sustainability

Who? Non-ERT schools building level teams

What? √ Specifics on drafting a complete school-level literacy plan - introduction

and details section.√ Ideas and examples from ERT schools.√ Opportunity to collaborate with other school teams participating in the

webinar.

* Please have schools rsvp to the Oregon Reading First Center by November 1st if they plan to participate in the webinars. Participation is voluntary.

Upcoming Webinars on School-Level Literacy Plans/Sustainability

Part 1: November 15, 2007 1:00 to 3:00 p.m.

Introduction, Goals, AssessmentPart 2: February 14, 2007 1:00 to 3:00 p.m. Instruction (time, materials, differentiation) LeadershipPart 3: April 17, 2007 1:00 to 3:00 p.m. Professional Development, Commitment

Examples of Literacy Plan Introductions

ERT Schools

Expectations for District Leaders Checklist Overview

Pat Nash

Expectations for District Literacy Leaders

In Sustaining the Schoolwide Reading Model - DRAFT

Elements of SWR Model District Strategies and Actions

I. Goals, Objectives, Priorities• Establish clear, quantifiable district level reading goals across K-3 that are

linked to the five essential elements of early ready achievement and statestandards.

• Focus reading improvement efforts on scientifically-based practices thathave demonstrated effectiveness.

• Ensure that district policies, procedures and actions are aligned with andsupport reading goals.

• Review school level action plans to determine alignment with districtgoals. Restructure as necessary.

• Utilize data on how well students are doing in relation to district readinggoals to improve districtwide reading efforts. After each major data collectionperiod, determine necessary actions and document in a district action plan.

• Provide positive attention, recognition, and support for schoolsthroughout the district which are making progress in meeting district goals.Utilize those schools as model demonstration sites.

II. Assessment and Use ofData

• Select only reliable and valid measures to screen, monitor, and determinereading outcomes of K-3 students districtwide.

• Select measures that assess the essential elements of reading instructionand are explicitly linked to district reading goals. Avoid layering assessmentson top of one another.

• Utilize a district level data base to collect and summarize school leveldata and provide immediate and easy access to information.

• Ensure there is a competent trainer available locally to: (a) train districtstaff on data collection and use; (b) provide a comprehensive initial training ondata collection to all new staff members; (c) provide quarterly follow-up andretooling trainings; and (d) conduct brief reliability checks to ensure that thedata collected are reliable for all data collectors.

• Designate at least one individual per school to become the expert onspecific measures. Provide training and support for this individual.

• Establish a district assessment schedule, identifying testing windows forthe various measures throughout the year.

• Administer screening measures districtwide early in the year to identifystudents who may need additional instructional support.

• Provide support for districtwide formative assessment process.

• Schedule data summits to review results of reading performance measureson an on-going basis (e.g., each six weeks).

• Based on the review of data, participate in selected Early Reading Teammeetings at the school level to assist with systems level problem solving andidentify possible district supports.

• Element I: Goals, Objectives and Priorities

• Element II: Assessment

Small Group Discussion: 15 minutes Large Group Share-Out: 25 minutes

• Element III: Instruction

Small Group Discussion: 15 minutes

Large Group Share-Out: 25 minutes

• Element IV: Leadership

Small Group Discussion: 20 minutes

Large Group Share-Out: 20 minutes

• Element V: Professional Development

Small Group Discussion: 20 minutes Large Group Share-Out: 20 minutes

• Element VI: Commitment

Small Group Discussion: 15 minutes

Large Group Share-Out: 20 minutes

Wrap Up/Next Steps

Joni Gilles