Title I Director’s ConferenceTitle I Director’s ConferenceOctober 23-25, 2007October 23-25, 2007

Waterfront PlaceWaterfront PlaceMorgantown, WVMorgantown, WV

Title I Director’s ConferenceTitle I Director’s ConferenceOctober 23-25, 2007October 23-25, 2007

Waterfront PlaceWaterfront PlaceMorgantown, WVMorgantown, WV

Reading the Fine PrintReading the Fine PrintMonitoring K-3 Reading ProgramsMonitoring K-3 Reading Programs

Presenter: Pat East, Mercer County Presenter: Pat East, Mercer County SchoolsSchools

Reading the fine Reading the fine print Monitoring K-3 print Monitoring K-3 Reading ProgramsReading Programs

Reading the fine Reading the fine print Monitoring K-3 print Monitoring K-3 Reading ProgramsReading ProgramsDivision of Curriculum and InstructionDivision of Curriculum and Instruction

West Virginia Department of EducationWest Virginia Department of Education

Steven L. Paine, State Superintendent of Steven L. Paine, State Superintendent of SchoolsSchools

Education is when you read the fine print. Experience is what you get if you don't. – Pete Seeger

Reading the fine print is wise advice:

• It provides quantitative and qualitative information• It provides the opportunity to analyze information• It provides a more tailored look at information and • It eliminates ambiguity

Monitoring helps us read the fine print!

Food for thought: What happens when you don’t read the fine print?

The importance of monitoring

• Ensures programs are implemented with fidelity (fully and consistently)

• Ensures funds are expended properly• Identifies priorities / areas of concern • Establishes common focus on short/long term

goals district/schoolwide• Identifies model sites or commendable

classrooms• And most importantly… Improves

Achievement in reading for ALL Students!

Key areas that must be monitored if we are to expect

the results we want• Instructional leadership

• Instructional schedules – uninterrupted block

• Instructional strategies and programs

• Instructional data assessment

• Instructional materials

Instructional Leadership

District Leader- Highly knowledgeable

- County Reading Plan/Program- 3 Tier Instruction

- Budgeting and Funding (Blending)- Professional development and activities (Long-Range

Goals and Plans)- Classroom monitoring (Benchmarking / Progress

Monitoring)- Data assessment (Is it Driving Instruction?)- District wide consistency (Fidelity to Program)

Instructional LeadershipMonitoring the Reading

Coach•Must be dedicated to supporting the reading program and teachers•Must have a strong reading background / experience•Must have clear understanding of SBRI •Must be able to document/monitor reading plan, activities and progress•Must model, observe, and conference•Must monitor and provide technical assistance and grade/school wide consistency

See “Role of the Coach in Monitoring the K-3 Reading Program” and “Toolkit” forms on WVDE web-site.

Instructional Leadership

School Principal• Monitoring (by School Principal) is key to

improving student achievement• MONITORING is your most vital tool - read

the fine print• Monitoring is your opportunity to support,

recognize, and celebrate success of student achievement.

• Be supportive and positive

Monitoring

School Principal • Knowledgeable of 3 Tier Instruction• Well-informed regarding all school data• Knowledgeable of a well-developed reading plan• Knowledgeable of SBRRI• Ensures schoolwide consistency• Participates in team/data meetings • Supervises benchmarking and progress

monitoring assessments• Monitors program implementation, instruction,

student achievement

Monitoring

School Principal• The bottom line…..• Establishes priorities• Identifies sacrifices (what you’re

willing to give up)• Reads the fine print• Improves student achievement for

All students

See “Role of the Principal in Monitoring the K-3 Reading Program”, “Toolkit”, and Observation forms on WVDE web-site.

Instructional Leadership

School Principal“But how!? I don’t have time!”

• ____________________________• ____________________________• ____________________________• ____________________________• ____________________________

Instructional assessment

• Schedules assessment per school plan• Monitors administration of assessments

(benchmarking and progress monitoring)• Schedules and conducts assessment data

meetings by grade level for purpose of planning instruction

• Identifies evidence of using data to drive instruction/intervention– Walkabouts / Observations– Assessment Data meetings / forms– Lesson Plans– Websites: mClasshome.com and mClassdirect.com– Conferencing / Informal discussions

Instructional Materials• Core basal program and intervention

materials aligned with scientifically-based SBRR strategies

• Literacy Workstation materials aligned to the Core Basal Program

• Expansive Library Book Selection• Professional Reference Books• Relevant and Aligned Report Cards

MONITORING Look Fors:• Data Analysis• Schedules reflecting Tier I, II, and III Instruction• Uninterrupted Reading Block

– Tier I Instruction• Teachers delivering instruction• Fidelity to the Core Reading program (Basal)• Models Expectations• Explicit Instruction• Whole Group – attentive• Small Reading Groups• Literacy Workstations• Students on Task and Actively Engaged• Students Reading – varied formats• Students Practicing Skills

• Collaboration Planning• Curriculum and Grade Level Meetings

• Professional Development• Are strategies being transferred into the classroom

Recap of Critical Monitoring

• Districtwide / Schoolwide support• County and school administrators are key

players• High Expectations• Consistent implementation (Everyone on the

same page) • Continuous and supportive monitoring• Constructive and reflective monitoring feedback• Perceptions and opinions do not belong in the

equation ... ”It’s all about the children…”

Final Thought

We cannot ensure that all children become proficient readers unless we carefully

implement scientifically based reading instruction and

monitor reading achievement … to comprehend the fine

print.