reading first site visits jane granger meadows, m.s. lisa a. slover, m.s. mary raiford mickey...
TRANSCRIPT
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Reading First
Site Visits
Jane Granger Meadows, M.S.
Lisa A. Slover, M.S.
Mary Raiford
Mickey McKinnes
2006 Just Read, Florida! Leadership Conference
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We’ve been chosen for a site visit?????
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Session Objectives
• Purpose of RF site visits
• Process for site visits
• Data Collection and reporting
• Jupiter Elementary’s Site Visit
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Purpose of RF Site Visits The purpose is to gather information on
three important areas of Florida’s multi-faceted Reading First Evaluation Plan:
1. schools’ progress in implementing important features of their districts’ RF plan,
2. district and school support for professional development and
3. teacher use of new knowledge and skills in teaching reading.
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First Steps
• An observation instrument was selected.
• Reading experts were selected and trained as classroom observers.
• Randomly selected schools are notified several months in advance about the dates and general process of the site visits.
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ICE-R Adapted from Edmonds and Briggs (2003)
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Instructional Content EmphasisInstructional Content Emphasis
An observation instrument used to systematically categorize and code the content of reading and language arts instruction
Site Visit Observation Instrument
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Coding Categories
• Four Dimensions for Descriptive Data– Dimension A: Main Instructional Category– Dimension B: Instructional Subcategory– Dimension C: Student Grouping– Dimension D: Materials
ICE-R Adapted from Edmonds and Briggs (2003)
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ICE-R Instructional Content Emphasis - Revised
Adapted from Edmonds, M.S., & Briggs, K.L. (2003). Instructional Content Emphasis instrument. In S.R. Vaughn & K.L. Briggs (Eds.) Reading in the classroom: Systems for observing teaching and learning. Baltimore: Paul H. Brookes.
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Coding Categories (cont.)
• Additional Coding Categories– Instructional focus
– Student Engagement
– Instructional Quality
ICE-R Adapted from Edmonds and Briggs (2003)
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ICE-R Instructional Content Emphasis - Revised
Adapted from Edmonds, M.S., & Briggs, K.L. (2003). Instructional Content Emphasis instrument. In S.R. Vaughn & K.L. Briggs (Eds.) Reading in the classroom: Systems for observing teaching and learning. Baltimore: Paul H. Brookes.
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Site Visit Process
• Site visit team meets with principal.
• Randomly selected classrooms to be observed are identified.
• Four 45 minute observations are conducted (K, 1, 2, 3).
• Informal walk- throughs occur in other K-3 classrooms.
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Site Visit Process
• Interviews are conducted with the principal and reading coach.
• A teacher focus group is conducted with school-selected K-3 teachers.
• A short debriefing is held with the principal.
• A written report is sent to the principal, coach, and district RF director.
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Site Visit Reports
• Summarize observational data
• Provide a useful snapshot
• List recommendations
• Do not provide school ratings
• Contribute to the overall RF evaluation for Florida
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Fall 2005 RF Challenges Identified by Principals, Teachers and Coaches
• Lack of time for PD (36%)
• Assessments (33%)
• Lack of resources (32%)
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RF Benefits Identified by Principals, Teachers & Coaches
• Resources (68%)
• Assessments (58%)
• Student reading improvement (43%)
• Improved teacher knowledge (43%)
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Site Visit Data: Informal Observations
• Students actively engaged
• Room arrangement accommodated both large and small group work
• Materials accessible and organized
• Center activities reading related
• Evidence of instructional routines
• Pacing appropriate
• Explicit instruction
• Scaffolded instruction
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Word study/phonics30%
Text reading22%
Phonological awareness11%
Other 8%
Comprehension 29%
Second Year Schools Kindergarten
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Comprehension36%
Text reading32%
Writing or lang. arts 4%
Fluency 6%
Word study / phonics 18%
Other3%
Second Year Schools 1st grade
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Comprehension44%
Text reading22%
Other 2%
Fluency 4%
Word study / phonics 24%
Second Year Schools 2nd gradeWriting or lang. arts 4%
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Comprehension54%
Text reading30%
Other3%
Word study / phonics 9%
Second Year Schools 3rd grade
Oral lang. dev.4%
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If your school is selected for a future site visit…………
Concentrate on implementing high quality instruction:
• Using Core Reading Program
• Differentiating instruction
• Using data to drive instruction
• Using data to drive professional development
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If your school is selected for a future site visit…………
Examine what teachers are doing differently for students who are “in the red.” • intensity of instruction• resources• differentiating instruction• organizing instruction
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If your school is selected for a future site visit…………
Conduct informal classroom walkthroughs regularly.
• Principal, AP, RF Coach
• District personnel
• Regional RF Coordinator
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If your school is selected for a future site visit…………
The reading coach and principal should:
• identify early implementers who can model for other teachers.
• identify resistors who would benefit from observing other teachers.
• participate in grade level team meetings to ensure focus on student reading needs.
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JUPITER ELEMENTARY2006 Site Visit
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We’ve been chosen for a site visit?
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How Jupiter Elementary prepared for a site visit...
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Step 1:
Met with Leadership Team and devised a plan to continue
to be proactive
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Step 2:
Conducted walkthroughs using walkthrough rubric and took pictures of best practices in
classrooms
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Step 2:
Power point of best practices created and presented to staff
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Print Rich Environment Best Practices
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Classroom Library Best Practices
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Best Practices in Centers
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Use of Manipulatives and Technology in Centers
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Differentiated Instruction Best Practices
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Step 4:Continue to conduct walkthroughs, provide professional development
and support to teachers with Reading First implementation
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Step 5:
Conducted mock site visit: observed in 4 randomly selected
classrooms and conducted walkthroughs in all classrooms
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Step 6:
Coaches videotaped 2 teachers implementing 90 minute reading
block and shared with grade groups
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End Result:Successful Site Visit and
Increased Student Achievement
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Success = Pressure + Support
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Success