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Oregon Reading First: Cohort B Leadership Session

Portland, OregonMarch 4, 2009© 2009 by the Oregon Reading First Center

Center on Teaching and Learning

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AgendaTime Topic Presenter/Facilitator

8:30-8:40 Housekeeping and Updates

Trish Travers

8:45-10:00 Leadership Data-based Action Planning Jo Robinson

10:00-10:15 BREAK

10:15-12:00 Project Level Data NWF Analysis Kindergarten and First Grade Data Folders

Erin Chaparro Jeanie Mercier-Smith Deni Basaraba Carol Dissen Jo Robinson

12:00-12:45 LUNCH

12:45-2:00 School Data Charts Team Data-based Leadership Action Planning Team Share Out

Jo Robinson ORRFC Staff

2:00-2:15

BREAK

2:15-3:30 Coaching Plans to Support Data-based Actions Jo Robinson

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Cohort B GoalsKindergarten:

Increase student automaticity in whole word reading– By then end of kindergarten, students will read VC and CVC words as whole units.

First Grade: Provide targeted instruction-based on student

need-to all strategic and intensive students

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*Leadership Data-based Action Planning

©Jo Robinson

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A leader is someone you will follow to a place you wouldn’t go by yourself.

Joel Barker

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More Intensity Means

• More

• More

• More

• More

• More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

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Losing Benchmark Students?Not Moving Strategic Students? Increase Whole Group Intensity

Whole Group– More explicit (Sesame Street room)

• Make this weeks’ sounds, sight words, vocabulary visual when explicitly instructed and throughout the week

– More practice:• Make sure all students read in small groups for at least 20 minutes every

day• Clean up classroom management….• Repeat initial instruction from TE throughout the week as needed• Give more group and individual turns• Increase engagement to 100%, use precision partner work• Speed up transitions, moving from core section to section ASAP• Start and end on time• Repeat practice at times other than reading block• Repeat practice during the week if skill not acquired

– More feedback• Consistent (every time) error correction of sounding out, sight words,

phrasing, bumpy reading

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Losing Benchmark Students?Not Moving Strategic Students?Increase Small Group Intensity

Small Group– More practice:

• Give more group and individual turns• Increase engagement to 100%• All students read in small group EVERY day• Use extra practice material BEFORE strategic and intensive students read texts

(decodables, at level readers, below level readers, ESL readers)• Benchmarks read decodable, at-level, above level, anthology selection orally EVERY

week more than once in small group.• Teacher created seat work/centers are ALWAYS practice directly connected to needed

skills from the core.

– More feedback• Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy

reading

– More time• Speed up transitions, moving from group to group ASAP• Start and end groups on time• Groups last at least 20 minutes• Cut out teacher talk, use consistent, rapid cuing

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Identify Targets to Move Benchmark/Strategic Students

Bring help to target drafting sessions• Reading coaches• School psychologists• Teachers from other grades who are good

diagnosticians

Use public minutes• Record ideas for targets on chart paper• List all ideas• Cluster related ideas to develop targets

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Sample Teacher Targets for Benchmark/Strategic Students from

Data Meeting• More Explicit:

– Post weekly vocabulary and review it daily

• More Practice: – Get to EVERY group EVERY day for full time– Use Precision Partner work to get 100% to

answer comprehension questions– Provide daily sight word practice– Reduce teacher talk during small groups

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Principal Targets

Do principals need to make changes in how they state expectations and do walk-throughs?

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Sample Principal Targets for Benchmark/Strategic Students from

Data Meeting• More Explicit:

– Publicly say “Lets all work on more rapid cuing.”– Privately tell teacher X and teacher Y “I want to see less teacher talk

and more rapid cuing at small groups in your room.

• More Practice: – Announce that you will walk-through all rooms at the end of small

group to see if all groups have read each day.– Look for and praise during walk-thoughs:

• Less teacher talk• More rapid cuing• Daily sight word practice• Precision partner work• All groups reading every day

– During walk-throughs:• Ask teachers to show you the extra daily sight word practice they created.• During small groups use hand signal to indicate too much teacher talk

during small groups.– Privately ask coach to model Precision Partner work in rooms X, Y,

and Z. Check to see that she did.

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Targeted Walk-Throughs

• Walk through all rooms• Spend more time in “Hot Spots”

– Reading block of grade levels losing benchmarks and strategics• Is engagement 100%• Are transitions fast?• Are turns to read maximized?• Are seat work/centers excellent practice for this week’s skills?• Are seat work/centers completed accurately by all?• Is correction procedure used consistently in oral reading?

– Small groups and interventions of grade levels not moving intensives

• Do groups meet for full time? Everyday? Start on time?• Are transitions fast?• Are turns to read maximized?• Is correction procedure used consistently in oral reading?

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More Intensity Means

• More

• More

• More

• More

• More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

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Intervention Targets for Teachers

Do teachers need to make changes in how they deliver intervention programs?

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YES

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Not Moving Intensive Students? Check Whole Group Placement

Whole Group Correct Placement– Look at correct level of difficulty of core

• Can they actually read the text? (anthology)

• Can they answer comprehension questions?

• Are they in two programs with different sound sequence, different vocabulary? Are they succeeding in both?

• Do they need an alternative core for reading block?

– Look at the intervention program placement• Does it match their needs as shown in diagnostic assessments?

• Is delivery daily and intense?

• Do they need another more aggressive intervention?

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Not Moving Intensive Students?Increase Small Group Intensity

Small Group– Check small group placement

• Are they in correct level text? Change placement• Is intervention taught by paras ONLY?

– More practice:• Cut out teacher talk, use rapid cuing• Give more group and individual turns with 100% engagement• Speed up transitions, moving from group to group ASAP• Intensive groups meet EVERY day, on time for full time• Intensives read decodable, ELL book, below level, and at-level books orally

EVERY week more up to 4 times in small group.• Teacher created seat work/centers are ALWAYS differentiated and directly

connected to needed skills from the core.• Add a double dose later in the day

– Make sure all staff who work with intensives use the same cuing system, error correction and explicit visuals daily.

– Create communication system (Example: Courier Pouch) so that AM small group teacher communicates with PM small group teacher

– More feedback• Consistent, (every time) rapid error correction of sounding out, sight words,

phrasing, bumpy reading, oral language• Add immediate correction of seatwork or center work

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Sample Teacher Targets for Intensive Students from Data Meeting

• Correct Placement:– Start new alternative core at correct level

during whole group time with connected practice at intervention time

– Paras teach group 1 week/ teacher next week• More Practice:

– Small group: every student reads texts 4 times– Use rapid cuing– Communicate daily with double dose teacher– Reduce teacher talk during small groups

• More Feedback:– Correct all seatwork/center work immediately– Use rapid error correction during oral reading

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Principal Targets

Do principals need to make changes in how they state expectations and do walk-throughs?

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Sample Principal Targets for Intensive Students from Data

Meeting• Correct Placement

– Set date for start of new alternative core at correct level during whole group time.

– Walk-through on that date to see if started.– Watch para/teacher rotation of teaching groups

• More Practice:– Small group: every student reads texts 4 times– Look for and praise during walk-thoughs:

• rapid cuing • reduced teacher talk during small groups • daily communication with double dose teacher

– During small groups use hand signal to indicate too much teacher talk during small groups.

• More Feedback:– Look for and praise during walk-thoughs:

• Correcting all seatwork/center work immediately• Using rapid error correction during oral reading

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Posting of Targets

• Have the targets on large chart paper as the team selects them at grade level meetings

• Email a PowerPoint of the targets to the each teacher and coach.

• Ask the teachers, coach to put the PowerPoint slides of grade level targets up in their rooms.

• Principal posts all grade level targets in her office.

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Do you need to change the way

your reading systemis organized?

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Reading System Change Examples• Reorganize the delivery of core Examples:

– Walk to read– Ensure 3 groups each day– Ensure full 90 minutes is actually reading– Increase core block beyond 90 minutes– Make seat work and centers practice connected to core– Get advanced training on core delivery

• Match intervention to need more carefully– Administer reading diagnostics to pinpoint needs– Purchase more intense interventions– Get training on intervention delivery

• Reorganize the delivery of intervention Examples:

– Increase intervention time– Create teacher parapro intervention delivery teams– Ensure fast efficient intervention delivery– Ensure monitoring of every child in intervention– Select more intense intervention/ train in delivery

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Four ways to deliver intense intervention

1. During 90 Minutes only (Often in K and 1) • Additional staff provides small group (3-5) intense instruction • Well trained in intervention• Daily• Differentiated and targeted instruction• Examples:

• Daily small group ERI in K • Daily small group Road to the Code in K• Daily small group REWARDS in 3rd Grade

Joe Torgeson

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2. Extra intervention block outside 90 minutes • Provides more than 90 minutes of reading• Small group (3-5) instruction instruction • Well trained in intervention• Daily• Totally coordinated with 90 minute instruction• Regular intervention team meetings where student

progress and needs are discussed monthly best (minimum 4-5 times a year)

• Examples:• Daily small group preteaching of core in K and 1

• Daily small group ERI or Road to the Code in K

• Daily small group REWARDS in 3rd Grade

Joe Torgeson

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3. Intervention Classrooms for 90 minutes• Daily, using comprehensive intervention core• One or more intervention rooms per grade level• Not more that 15 students total to allow rotating small

group (3-5) instruction• For students who are substantially below level• Well trained in comprehensive intervention core• This teacher’s moderate risk and at-levels are taught

by other teachers• Best if additional staff can assist in this room• Examples:

• Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders

• Daily intervention classrooms in Read Well after Christmas for first graders struggling in the regular core

Joe Torgesen

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4. Intervention Classrooms for 90 minutes plus intervention block

• Daily, using comprehensive intervention core• One or more intervention rooms per grade level• Not more that 15 students total to allow rotating small group (3-5)

instruction• For students who are substantially below level• Well trained in comprehensive intervention core• This teacher’s moderate risk and at-levels are taught by other

teachers• Best if additional staff can assist in this room• Best if intervention classroom teacher meets regularly with the

intervention block teacher or is the same person• Examples:

• Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders plus additional 30 minutes of the same program later in the day

Jo Robinson

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Master Schedule Using Modified Joplin PlanK 1st 2nd 3rd 4th 5th 6th

8:00-8:15 8:00-8:158:15-8:30 8:15-8:30

8:30-8:45 Class starts Class starts Class starts Class starts Class starts Class starts Class starts 8:30-8:458:45-9:00 Reading Writing Math Math 8:45-9:00

9:00-9:15 Reading Writing Math Math Reading Reading 9:00-9:159:15-9:30 Reading Writing Math Math Reading Reading 9:15-9:30

9:30-9:45 Reading Writing Math Math Reading Reading 9:30-9:459:45-10:00 Reading RECESS RECESS Reading Reading 9:45-10:00

10:00-10:15 Reading Reading Reading 10:00-10:1510:15-10:30 RECESS RECESS 10:15-10:30

10:30-10:45 Title Reading Reading Writing Writing RECESS RECESS 10:30-10:4510:45-11:00 Title Reading Reading Writing Writing Writing Writing 10:45-11:00

11:00-11:15 Writing Reading Writing Writing Writing Writing 11:00-11:1511:15-11:30 LUNCH Writing Reading Writing Writing Writing Writing 11:15-11:30

11:30-11:45 LUNCH Writing Reading LUNCH LUNCH Writing Writing 11:30-11:4511:45-12:00 Writing Reading LUNCH LUNCH 11:45-12:00

12:00-12:15 LUNCH LUNCH RECESS RECESS LUNCH LUNCH 12:00-12:1512:15-12:30 LUNCH LUNCH RECESS RECESS LUNCH LUNCH 12:15-12:30

12:30-12:45 Math Math Reading Reading RECESS RECESS 12:30-12:4512:45-1:00 Math Math Reading Reading RECESS RECESS 12:45-1:00

1:00-1:15 Math Math Reading Reading Math Math 1:00-1:151:15-1:30 Math Math Reading Reading Math Math 1:15-1:30

1:30-1:45 Reading Reading Math Math 1:30-1:451:45-2:00 Reading Reading Math Math 1:45-2:00

2:00-2:15 RECESS RECESS 2:00-2:152:15-2:30 RECESS RECESS 2:15-2:30

2:30-2:45 RECESS RECESS 2:30-2:452:45-3:00 2:45-3:00

3:00-3:15 Class ends Class ends Class ends Class ends Class ends Class ends Class ends 3:00-3:153:15-3:30 3:15-3:30

3:30-3:45 3:30-3:453:45-4:00 3:45-4:00

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Select staff to deliver intense interventions• Select staff to deliver interventions. Consider these

points:• Eagerness and support for intervention• Fast efficient delivery, fidelity to specific program• Ability to monitor every child• Parapro and teacher teams who work well together

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“If you get good people on the front end, you spend less time working on deficiencies. Getting the right people is the best thing you can do. You can put $3 million of remedial materials in the school, and it won’t do any good if you don’t have the right people.”

Inside the Black Box of High-Performing High Poverty Schools, Report from the Prichard Committee for Academic Excellence,

Lexington KY 2/20058 elementary schools

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Get the right peopleon the bus.

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Will this decision bring more studentsto level in reading?

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“Whatever it takes”attitude!

Secrets of High Flying Schools Ed Leadership 5/4/05(National Center for Ed Accountability Study 300 schools)

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Clear, Specific Goals for Kids

As the bedrock foundation: a penetrating, deep understanding of what it is children are to know and be able to do and how to connect it across grades.

Secrets of High Flying Schools Ed Leadership 5/4/05(National Center for Ed Accountability Study 300 schools)

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More Intensity Means

• More

• More

• More

• More

• More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

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*Project-level Data*NWF Data Analysis*Kindergarten and First Grade Data Folders

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Kindergarten Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness X X X

Phonics X XFluency

ComprehensionListening Listening Listening

Vocabulary X X X

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First Grade Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness X X X

Phonics X X XFluency X X

Comprehension Listening Listening XVocabulary X X X

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Second Grade Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness

PhonicsMulti-syllabic and

word structureMulti-syllabic and

word structureMulti-syllabic and

word structure

Fluency X X XComprehension X X X

Vocabulary X X X

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LUNCH

*Team Data-based Action Planning

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*Coach Plans to Support Data-based Actions

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Training Outcomes

Training components and Combinations

Knowledge Skill Transfer of Learning

Information .63 .35 .00

Theory .15 .50 .00

Demonstration 1.65 .26 .00

Theory Demonstration .66 .86 .00

Theory Practice 1.15 .00

Theory Demonstration

Practice

.72 .00

Theory Demonstration

Practice Feedback

1.31 1.18 .00

Theory Demonstration

Practice Feedback

Coaching

2.71 1.25 1.68

Impact of Coaching on Teacher Skill(From Joyce and Showers, Student Achievement Through Staff Development)

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Coaching Targets

Do coaches need to make changes in how they demonstrate, coach in class and provide help?

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A coach is someone who tells you what you don’t want to hear, so that you can see what you don’t want to see, so that you can be what you’ve always wanted to be.

Tom LandryFootball CoachDallas Cowboys

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Sample Coaching Targets for Benchmark Students

from Data Meeting• More Explicit:

– Help teacher X Post vocabulary and show her how to review it daily

– Show teacher Y how to get 3 groups done every day

• More Practice: – Demonstrate Precision Partner work to get 100% to

answer comprehension questions at the next grade level meeting

– Make a week’s daily sight word practice and give to team

– Privately model Precision Partner work in rooms X, Y, and Z. Go back after modeling and notice them using it.

– Work with teacher Z for 3 days to show her how to get to EVERY group EVERY day for full time

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Coaching Targets

Do coaches need to make changes in how they demonstrate, coach in class and provide help?

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Sample Coaching Targets for Intensive Students

from Data Meeting

• Correct Placement:– Individually test intensives in question to see if correctly

placed. Tentatively regroup and share data with teachers– Help teachers start new groups.

• More Practice:– Small group: every student reads texts 4 times– Demonstrate where needed:

• rapid cuing • reduced teacher talk during small groups

• Set up daily communication with double dose teacher and watch it for 3 days to make sure it is happening

• More Feedback:– Show teacher x how to correct all seatwork/center work

immediately and how to use rapid error correction during oral reading

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Coaching Targets for _____________________ (Month) Coaching Behavior Staff

Member Target Principal’s Support Needed Task

Co mplete

Staff Meeting T rainings

Lead Grade Level Data Meetings

Grade Level Trainings

Plan with teacher s (One -on -one or teams)

Demonstration /Modeling

My Turn/Your Turn Coaching

Whisper Coaching

Week -Long Coaching

In -and -Out Coaching with Principal

Other activities

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Thank You and Safe Travels!Please remember to complete the online MIKO evaluation!