SBRR and READING FIRST

1. 1 SBRR and READING FIRST Federal Programs ConferenceSeptember 9-11, 2007 Kathy Parris 573.751.5386 Kathy.Parris@dese.mo.gov

2. 2 Evidence-Based

3. 3 What Is Scientifically Based Reading Research (SBRR)?

4. 4 SBRR Impact on Reading Emphasizes ongoing professional development with classroom support: Scientifically based reading research (SBRR) Research-based program implementation Use of rigorous assessments Focuses on the five essential components of reading. NCLB holds states and districts accountable for improving student reading achievement. Additional Information Reading First is not the same as federally funded initiatives that have preceded it. Additional Information Reading First is not the same as federally funded initiatives that have preceded it.

5. 5 Administrative Manual, Consolidated Federal Programs Each targeted assistance program must: �use effective methods and instructional strategies, based on scientifically based research, that strengthen the core academic program of the school��

6. 6 Administrative Manual, Consolidated Federal Programs Components of a Schoolwide Program: 2. A description of schoolwide reform strategies that: Provide opportunities for all children to meet the proficient and advanced levels of student performance on the MAP Use effective methods and instructional strategies based on scientifically based research that strengthen the core academic program in the school�

7. 7 School Leadership After presenting the information on the slide, advance to slide 8 to show the shift in priorities. Additional Information Reading First requires ALL instructional leaders to shift priorities from day-to-day operations to effective teaching and learning in the classroom. Although managerial and political roles still constitute an important part of each Reading First administrator�s daily routine, improving student outcomes must become the number one priority.After presenting the information on the slide, advance to slide 8 to show the shift in priorities. Additional Information Reading First requires ALL instructional leaders to shift priorities from day-to-day operations to effective teaching and learning in the classroom. Although managerial and political roles still constitute an important part of each Reading First administrator�s daily routine, improving student outcomes must become the number one priority.

8. 8 Reading Improvement Leadership Materials: Sticky notes After presenting the information on the slide, discuss what instructional leadership looks like (e.g., knowledge of curricula and assessment, data analysis meetings, classroom visits, data-based decision making). Then, ask participants to discuss what needs to happen in Reading First schools so leaders ( e.g., superintendents and principals) can focus on instruction. Have each table list on sticky notes three ideas for facilitating a focus on instruction every day. Allow 5 minutes. Pair tables and have each table share their lists. Allow 3 to 5 minutes. Ask 2 to 3 tables to present one of the ideas that was shared with them. Materials: Sticky notes After presenting the information on the slide, discuss what instructional leadership looks like (e.g., knowledge of curricula and assessment, data analysis meetings, classroom visits, data-based decision making). Then, ask participants to discuss what needs to happen in Reading First schools so leaders ( e.g., superintendents and principals) can focus on instruction. Have each table list on sticky notes three ideas for facilitating a focus on instruction every day. Allow 5 minutes. Pair tables and have each table share their lists. Allow 3 to 5 minutes. Ask 2 to 3 tables to present one of the ideas that was shared with them.

9. 9 Instructional Leadership Teams Include knowledgeable and dedicated educators: Emphasize that the list of potential team members is not inclusive but a representative sample. Leadership teams need to ensure that all teachers and staff are valued and understand the importance of their role in improving student reading outcomes. Additional Information Districts and/or schools will determine the members of their instructional leadership teams. For example, district instructional leadership teams may include the superintendent, principals, and curriculum directors. School or building instructional leadership teams may include the principal, coach, reading specialist, special education teacher, and K-3 lead teachers. Emphasize that the list of potential team members is not inclusive but a representative sample. Leadership teams need to ensure that all teachers and staff are valued and understand the importance of their role in improving student reading outcomes. Additional Information Districts and/or schools will determine the members of their instructional leadership teams. For example, district instructional leadership teams may include the superintendent, principals, and curriculum directors. School or building instructional leadership teams may include the principal, coach, reading specialist, special education teacher, and K-3 lead teachers.

10. 10 Team Characteristics Instructional Leadership Teams: Additional Information A course of action includes a plan for implementing the Reading First program as well as creating a timeline that states the Reading First program�s instructional goals/expectations and target dates for completion. To facilitate organizational support, leadership teams need to ensure all instructional and assessment materials are available and schedules are developed to maximize use of personnel. Schedules will vary across districts/schools to best meet the instructional needs of students.Additional Information A course of action includes a plan for implementing the Reading First program as well as creating a timeline that states the Reading First program�s instructional goals/expectations and target dates for completion. To facilitate organizational support, leadership teams need to ensure all instructional and assessment materials are available and schedules are developed to maximize use of personnel. Schedules will vary across districts/schools to best meet the instructional needs of students.

11. 11 Making a Difference Schools with STRONG INSTRUCTIONAL LEADERS show SIGNIFICANTLY GREATER STUDENT GAINS in both reading and mathematics than schools with average or weak leaders (Andrews & Soder, 1987) Strong instructional leaders: Materials: Annotated Bibliography After presenting the information on the slide, refer participants to the annotated bibliography located at the back of the module. Additional Information Instructional leadership can make a positive difference in student outcomes. Research on instructional leadership has included a variety of perspectives, including research on school effectiveness, curriculum alignment, teacher effects, principal effectiveness, and organizational change. Instructional leaders are often in the classroom, not just to observe teachers and instruction, but to focus on students and their learning. They work collaboratively with teachers to make instructional decisions based on assessment data. Instructional leaders are key to ensuring that all children are reading on grade level or higher by the end of third grade. Materials: Annotated Bibliography After presenting the information on the slide, refer participants to the annotated bibliography located at the back of the module. Additional Information Instructional leadership can make a positive difference in student outcomes. Research on instructional leadership has included a variety of perspectives, including research on school effectiveness, curriculum alignment, teacher effects, principal effectiveness, and organizational change. Instructional leaders are often in the classroom, not just to observe teachers and instruction, but to focus on students and their learning. They work collaboratively with teachers to make instructional decisions based on assessment data. Instructional leaders are key to ensuring that all children are reading on grade level or higher by the end of third grade.

12. 12 Don�t Accept Excuses Set high expectations that ALL students can learn to read Emphasize SBRR and SBRI Focus on RESULTS: Additional Information Reading First is NOT business as usual. Rather, it focuses on improving the reading achievement of ALL K-3 students and emphasizes accountability at the state, district, and local levels. Additional Information Reading First is NOT business as usual. Rather, it focuses on improving the reading achievement of ALL K-3 students and emphasizes accountability at the state, district, and local levels.

13. 13 Why SBRR? �Research on reading instruction, perhaps more than any other area of education, is ready for application in the classroom. To do that will require that many deeply held beliefs be set aside in favor of what the evidence has proven beyond a reasonable doubt.� Sweet, 2004, p. 40 Additional Information Reading First focuses on applying scientifically based reading research (SBRR) in the classroom. Scientifically based reading instruction (SBRI) incorporates over thirty-four years of converging research results. These results have determined how children learn to read, what factors impede reading development, and which instructional practices are most effective. Scientifically based reading research uses rigorous, systematic, and empirical methods. It incorporates measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations. SBRR is carefully reviewed by peer-reviewed journals or a panel of independent experts. Beware of claims of SBRR. Be a critical consumer. Additional Information Reading First focuses on applying scientifically based reading research (SBRR) in the classroom. Scientifically based reading instruction (SBRI) incorporates over thirty-four years of converging research results. These results have determined how children learn to read, what factors impede reading development, and which instructional practices are most effective. Scientifically based reading research uses rigorous, systematic, and empirical methods. It incorporates measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations. SBRR is carefully reviewed by peer-reviewed journals or a panel of independent experts. Beware of claims of SBRR. Be a critical consumer.

14. 14 Explicit and Systematic Instruction in the  Five Essential Components of Reading Additional Information Scientifically based reading research has identified the need for explicit and systematic instruction in the five essential components of effective reading instruction. Struggling older students in second and third grade may need explicit instruction in phonemic awareness. Research evidence includes: Explicit phonemic awareness instruction helps all beginning readers, including English language learners and those having reading difficulties. Explicit, systematic phonics instruction is significantly more effective than alternative programs providing unsystematic or no phonics instruction. Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement. Students learn the meanings of new words when they have explicit, repeated encounters seeing, hearing, and working with words. Many students require explicit word recognition instruction integrated with rapid processing of words, spelling skills, and strategies to improve comprehension. DIBELS measures fluency with rapid letter naming in K.Additional Information Scientifically based reading research has identified the need for explicit and systematic instruction in the five essential components of effective reading instruction. Struggling older students in second and third grade may need explicit instruction in phonemic awareness. Research evidence includes: Explicit phonemic awareness instruction helps all beginning readers, including English language learners and those having reading difficulties. Explicit, systematic phonics instruction is significantly more effective than alternative programs providing unsystematic or no phonics instruction. Repeated reading procedures that offer guidance and feedback are effective for improving word recognition, fluency, comprehension, and overall reading achievement. Students learn the meanings of new words when they have explicit, repeated encounters seeing, hearing, and working with words. Many students require explicit word recognition instruction integrated with rapid processing of words, spelling skills, and strategies to improve comprehension. DIBELS measures fluency with rapid letter naming in K.

15. 15 Features of Effective Reading Instruction Use of assessment data to inform instruction and determine student progress Additional Information SBRR also emphasizes data-driven decision-making. What does this mean? Assessment data are used at the classroom, school, and state levels to make informed decisions about students, program effectiveness, and the overall progress of Reading First implementation. Additional Information SBRR also emphasizes data-driven decision-making. What does this mean? Assessment data are used at the classroom, school, and state levels to make informed decisions about students, program effectiveness, and the overall progress of Reading First implementation.

16. 16 Taking a Closer Look at Assessments Explain that an assessment measure may be used for more than one purpose (e.g., to screen students and to monitor their progress throughout the year). After reviewing the different types of Reading First assessments, ask participants to discuss the topic at their tables. Allow 3 to 5 minutes. Ask several tables to share their insights. Additional Information Reading First schools are required to develop an assessment plan to measure grade-appropriate knowledge and skills in the essential reading components and identify students who may be at risk for reading failure or who are already experiencing reading difficulty. Progress monitoring schedules vary from school to school. First: Within the first 15 days of school----------Second: The second or third week of January---------- Third: Within the last 15 days of school. Reading First uses a combination of instruments.Explain that an assessment measure may be used for more than one purpose (e.g., to screen students and to monitor their progress throughout the year). After reviewing the different types of Reading First assessments, ask participants to discuss the topic at their tables. Allow 3 to 5 minutes. Ask several tables to share their insights. Additional Information Reading First schools are required to develop an assessment plan to measure grade-appropriate knowledge and skills in the essential reading components and identify students who may be at risk for reading failure or who are already experiencing reading difficulty. Progress monitoring schedules vary from school to school. First: Within the first 15 days of school----------Second: The second or third week of January---------- Third: Within the last 15 days of school. Reading First uses a combination of instruments.

17. 17 Bridging the Gap �The scientific evidence has taught us that reading must be taught�directly and systematically�and that the children most at risk require the most systematic instruction with the best prepared teachers . . . . . . there remains an unforgivable gap between what we know about reading development and effective reading instruction and the instruction provided in many of our schools. This must stop. There are no more excuses.� (Lyon, Shaywitz, Chhabra, & Sweet, 2004, p. 174) Ask participants to read the quote, and as table groups, discuss the key ideas. Allow 2 to 3 minutes. Have tables share their ideas with the whole group. Discuss the implications for instructional leaders in Reading First schools.Ask participants to read the quote, and as table groups, discuss the key ideas. Allow 2 to 3 minutes. Have tables share their ideas with the whole group. Discuss the implications for instructional leaders in Reading First schools.

18. 18 SBRI:Explicit and Systematic Instruction Explicit instruction: Is concrete and visible Uses clear and concise language Models concepts and skills Provides multiple examples Systematic instruction: Is purposeful and sequential Follows a carefully designed plan Breaks tasks into manageable steps Materials: Handout 7: Effective Reading Instruction Summary After presenting the information on the slide, skim the handout with participants. Emphasize the features of effective instruction that apply to each essential reading component. Additional Information Explicit and systematic instruction supports student learning by presenting new material in small steps, with ample practice opportunities. This type of instruction requires careful attention to lesson design and instructional delivery. In explicit and systematic instruction: Teachers present learning objectives, explain procedures, activate prior knowledge, review, and ensure students have the necessary prerequisite skills. Teachers present a new reading concept or skill, model/demonstrate it using visual, concrete examples, and lead students through a highly structured step-by-step practice. Teachers monitor students as they practice, correct errors and misconceptions, and reteach when necessary. Teachers provide multiple practice sessions to help students integrate new concepts and skills as they read and write. Teachers match activities with the manipulatives Materials: Handout 7: Effective Reading Instruction Summary After presenting the information on the slide, skim the handout with participants. Emphasize the features of effective instruction that apply to each essential reading component. Additional Information Explicit and systematic instruction supports student learning by presenting new material in small steps, with ample practice opportunities. This type of instruction requires careful attention to lesson design and instructional delivery. In explicit and systematic instruction: Teachers present learning objectives, explain procedures, activate prior knowledge, review, and ensure students have the necessary prerequisite skills. Teachers present a new reading concept or skill, model/demonstrate it using visual, concrete examples, and lead students through a highly structured step-by-step practice. Teachers monitor students as they practice, correct errors and misconceptions, and reteach when necessary. Teachers provide multiple practice sessions to help students integrate new concepts and skills as they read and write. Teachers match activities with the manipulatives

19. 19 Alignment to established grade-level standards and benchmarks Differentiated instruction to meet the needs of individuals and groups of students Minimum of 90 minutes protected, uninterrupted core reading instruction Additional instructional time for intervention Features of SBRI Additional Information Differentiated reading instruction is based on assessment data and targets each student�s needs. Classroom instruction is differentiated to meet the needs of individuals and groups of students. Teachers provide a minimum of 90 minutes of core reading instruction that incorporates both whole class and teacher-led small groups. Additional Information Differentiated reading instruction is based on assessment data and targets each student�s needs. Classroom instruction is differentiated to meet the needs of individuals and groups of students. Teachers provide a minimum of 90 minutes of core reading instruction that incorporates both whole class and teacher-led small groups.

20. 20 Taking a Closer Look:  Supplementals Additional Information Intervention is additional instruction that addresses the needs of students who are not making sufficient progress in the core reading program. Assessment helps determine which students may be at risk for reading difficulties and in need of intervention. Assessment is also used to monitor student progress and determine the effectiveness of the intervention. Research indicates that intervention for struggling readers needs to be explicit, systematic, intensive, and supportive. Intervention must focus on the reading concepts and skills that have the highest impact on learning to read. Struggling readers require more frequent (e.g., every two weeks) progress monitoring than students who are achieving grade-level standards/ benchmarks. The goal of intervention is to help struggling readers get back on track as quickly as possible. Students who do not make adequate progress during core reading instruction with extra classroom intervention require additional, more intensive intervention that usually extends beyond the classroom. How this type of intervention is delivered varies from school to school. TIER 2 AND TIER 3Additional Information Intervention is additional instruction that addresses the needs of students who are not making sufficient progress in the core reading program. Assessment helps determine which students may be at risk for reading difficulties and in need of intervention. Assessment is also used to monitor student progress and determine the effectiveness of the intervention. Research indicates that intervention for struggling readers needs to be explicit, systematic, intensive, and supportive. Intervention must focus on the reading concepts and skills that have the highest impact on learning to read. Struggling readers require more frequent (e.g., every two weeks) progress monitoring than students who are achieving grade-level standards/ benchmarks. The goal of intervention is to help struggling readers get back on track as quickly as possible. Students who do not make adequate progress during core reading instruction with extra classroom intervention require additional, more intensive intervention that usually extends beyond the classroom. How this type of intervention is delivered varies from school to school. TIER 2 AND TIER 3

21. 21 What It Takes Provide a clear vision of your Reading plan Establish clear curricular priorities for improving students� reading achievement Additional Information Many aspects of effective leadership are grounded in this area of the blueprint, including establishing a clear vision of Reading First curricular priorities and communicating this vision within and outside of the school. Reading First is NOT about business as usual. Change is necessary to improve student outcomes in reading in all funded Reading First schools. IF YOUR DISTRICT IS ELIGIBLE FOR READING FIRST MONEY, THEN YOUR DISTRICT NEEDS CHANGE Additional Information Many aspects of effective leadership are grounded in this area of the blueprint, including establishing a clear vision of Reading First curricular priorities and communicating this vision within and outside of the school. Reading First is NOT about business as usual. Change is necessary to improve student outcomes in reading in all funded Reading First schools. IF YOUR DISTRICT IS ELIGIBLE FOR READING FIRST MONEY, THEN YOUR DISTRICT NEEDS CHANGE

22. 22 Promoting Instructional Effectiveness: Instructional Programs Ensure you have a working knowledge of instructional core, supplemental, and intervention programs. Establish clear standards Monitor fidelity to the program and consistency Provide resources and materials Help coordinate reading programs Conduct supportive instructional visits Materials: Handout 16: Instructional Visit Checklist After presenting the information on the slide, ask participants to review the handout. Explain how tools like the Instructional Visit Checklist can be effectively used to improve instruction and, ultimately, improve student outcomes. Then, have participants discuss with others at their table ways they can help teachers understand the purpose of classroom instructional visits versus performance evaluations. Allow 5 minutes for the table discussion. Ask tables to share ideas. Additional Information Instructional leaders need to ensure they have an understanding of the core, supplemental, and intervention reading programs. This enables them to: Establish clear standards for implementation. Expect fidelity to the program and consistency within and across classrooms. Provide additional information, resources, and materials as needed to improve classroom reading instruction. Integrate and coordinate core, supplemental, and intervention programs. Conduct supportive instructional visits to improve teaching and learning. Principals, like coaches, need to make time to be in classrooms daily during reading instruction. For example, a principal can schedule visits to all kindergarten and first grade classrooms on Monday, all second grade classrooms on Tuesday, and all third grade classrooms on Thursday. Materials: Handout 16: Instructional Visit Checklist After presenting the information on the slide, ask participants to review the handout. Explain how tools like the Instructional Visit Checklist can be effectively used to improve instruction and, ultimately, improve student outcomes. Then, have participants discuss with others at their table ways they can help teachers understand the purpose of classroom instructional visits versus performance evaluations. Allow 5 minutes for the table discussion. Ask tables to share ideas. Additional Information Instructional leaders need to ensure they have an understanding of the core, supplemental, and intervention reading programs. This enables them to: Establish clear standards for implementation. Expect fidelity to the program and consistency within and across classrooms. Provide additional information, resources, and materials as needed to improve classroom reading instruction. Integrate and coordinate core, supplemental, and intervention programs. Conduct supportive instructional visits to improve teaching and learning. Principals, like coaches, need to make time to be in classrooms daily during reading instruction. For example, a principal can schedule visits to all kindergarten and first grade classrooms on Monday, all second grade classrooms on Tuesday, and all third grade classrooms on Thursday.

23. 23 Promoting Instructional Effectiveness: Aligning Priorities Ensure that SBRR, state standards, GLEs, and ongoing assessments ARE the foundation for reading instruction. Evaluate reading programs, assessments, and other instructional practices and materials for alignment Use assessment data to inform instruction and monitor overall program effectiveness Additional Information SBRR, state standards/ benchmarks, and ongoing assessment form the foundation for reading instruction. School leaders need to evaluate reading programs, assessments, and other instructional practices and materials for alignment with state standards and SBRR. SOMETIMES THIS IDENTIFIES ADDITIONAL NEEDS FOR CHANGE IN THE CLASSROOM SCHOOL DISTRICT STATEAdditional Information SBRR, state standards/ benchmarks, and ongoing assessment form the foundation for reading instruction. School leaders need to evaluate reading programs, assessments, and other instructional practices and materials for alignment with state standards and SBRR. SOMETIMES THIS IDENTIFIES ADDITIONAL NEEDS FOR CHANGE IN THE CLASSROOM SCHOOL DISTRICT STATE

24. 24 Promoting Instructional Effectiveness: Assessment Ensure a thorough understanding of assessment administration and data interpretation to inform and differentiate instruction Adhere to a timely assessment schedule Facilitate regular school, grade-level, and classroom meetings to analyze assessment data to inform instructional decisions Establish a system for identifying at-risk students and providing appropriate differentiated instruction and/or intervention Additional Information Paramount to instructional effectiveness is changing classroom instruction in response to assessment data. Instructional leaders must take responsibility for making sure that instruction reflects what students are learning and what they need to achieve success. Principals can seek assistance from technical assistance providers if necessary to clarify Reading First assessment criteria. Attending regular meetings with coaches and teachers helps principals ensure that assessment methods are being effectively used to inform instruction and meet students� needs. Assessment-driven instruction includes using assessment data: To identify students at-risk for and those who have reading difficulties. To group students for instruction (i.e., teacher-led small groups, pairs). To plan targeted differentiated instruction that addresses students� needs (e.g., specific reading concepts and skills not mastered). To determine instructional intensity. To monitor student progress. To help pinpoint what is and is not working so instruction can be adjusted quickly and efficiently. Prioritize by: classroom school district state Additional Information Paramount to instructional effectiveness is changing classroom instruction in response to assessment data. Instructional leaders must take responsibility for making sure that instruction reflects what students are learning and what they need to achieve success. Principals can seek assistance from technical assistance providers if necessary to clarify Reading First assessment criteria. Attending regular meetings with coaches and teachers helps principals ensure that assessment methods are being effectively used to inform instruction and meet students� needs. Assessment-driven instruction includes using assessment data: To identify students at-risk for and those who have reading difficulties. To group students for instruction (i.e., teacher-led small groups, pairs). To plan targeted differentiated instruction that addresses students� needs (e.g., specific reading concepts and skills not mastered). To determine instructional intensity. To monitor student progress. To help pinpoint what is and is not working so instruction can be adjusted quickly and efficiently. Prioritize by: classroom school district state

25. 25 Promoting Instructional Effectiveness:Classroom Environment Promote learning and the importance of reading. Establish clear procedures/rules Assist with classroom management so optimal learning can occur Encourage active student engagement and participation Additional Information Helping teachers efficiently manage time and resources ensures that students are actively engaged in learning throughout the instructional reading block. Teachers need to utilize a variety of grouping formats that maximize student participation and involvement, such as whole class, small groups, or pairs. To facilitate teacher-led small group instruction, some teachers incorporate classroom procedures or routines for students to work independently, in pairs, and/or in small student-led groups. To ensure that optimal learning occurs, assessment data is continually used to provide teachers with the information they need to group and regroup students based on identified needs. FLEXIBLE GROUPINGAdditional Information Helping teachers efficiently manage time and resources ensures that students are actively engaged in learning throughout the instructional reading block. Teachers need to utilize a variety of grouping formats that maximize student participation and involvement, such as whole class, small groups, or pairs. To facilitate teacher-led small group instruction, some teachers incorporate classroom procedures or routines for students to work independently, in pairs, and/or in small student-led groups. To ensure that optimal learning occurs, assessment data is continually used to provide teachers with the information they need to group and regroup students based on identified needs. FLEXIBLE GROUPING

26. 26 Promoting Instructional Effectiveness:Scheduling Establish schedules that allocate a minimum of 90 minutes for core reading instruction with additional time for intervention. Protect against disruptions Think creatively when scheduling (language arts; intervention beyond the classroom) Have participants discuss at their tables ways they have developed K-3 schedules that include a minimum of 90 minutes for core reading instruction plus additional time for intervention. Allow 5 minutes. Emphasize that there is not a �blueprint� for the perfect schedule. Schedules vary from school to school. Additional Information Scheduling is a recurring challenge for most instructional leaders. Thinking creatively and working collaboratively with teachers and staff can help resolve scheduling priorities and conflicts. Scheduling interventions involves determining who provides the intervention to struggling readers and who can work with the other students if the classroom teacher is designated as the interventionist. DEORATED PILLOWCASE COVERS THE PA MIKE DURING READING INSTRUCTION TIME 1ST GRADE CLASS POSTS A SIGN�PLEASE DON�T BOTHER US NOW-WE ARE LEARNING TO READHave participants discuss at their tables ways they have developed K-3 schedules that include a minimum of 90 minutes for core reading instruction plus additional time for intervention. Allow 5 minutes. Emphasize that there is not a �blueprint� for the perfect schedule. Schedules vary from school to school. Additional Information Scheduling is a recurring challenge for most instructional leaders. Thinking creatively and working collaboratively with teachers and staff can help resolve scheduling priorities and conflicts. Scheduling interventions involves determining who provides the intervention to struggling readers and who can work with the other students if the classroom teacher is designated as the interventionist. DEORATED PILLOWCASE COVERS THE PA MIKE DURING READING INSTRUCTION TIME 1ST GRADE CLASS POSTS A SIGN�PLEASE DON�T BOTHER US NOW-WE ARE LEARNING TO READ

27. 27 Promoting Instructional Effectiveness:Professional Development Model life-long learning and continuous professional development. Assist with, monitor, and attend ongoing professional development efforts Additional Information Reading First emphasizes a strategic, systematic professional development plan for off-site and on-site training that includes follow-up support through coaching. A well-coordinated professional development plan: Focuses on the five essential reading components. Prepares teachers to effectively deliver reading programs and supplementary materials. Provides assessment training. Includes follow-up and support in the classroom. Is coordinated with state- and district-level training. All instructional leaders, especially principals, are role models for teachers and can affect how teachers embrace SBRR, SBRI, and other Reading First requirements. Principals can help to schedule professional development within the school day, in part by allocating funds for hiring substitutes. Additional ways to promote ongoing professional development include: Set high expectations for everyone to participate in professional development. Ensure that assessment data are used to identify professional development needs with a focus on improved student outcomes. Attend ALL professional development that is required of teachers and staff. MOST PD PROVIDED THROUGH THE STATE AND THROUGH THE READING SPECIALISTS Instead of choosing PD for your building, let the Reading Specialists or me know what you are interested in and we will try to schedule it for your region or for the state.Additional Information Reading First emphasizes a strategic, systematic professional development plan for off-site and on-site training that includes follow-up support through coaching. A well-coordinated professional development plan: Focuses on the five essential reading components. Prepares teachers to effectively deliver reading programs and supplementary materials. Provides assessment training. Includes follow-up and support in the classroom. Is coordinated with state- and district-level training. All instructional leaders, especially principals, are role models for teachers and can affect how teachers embrace SBRR, SBRI, and other Reading First requirements. Principals can help to schedule professional development within the school day, in part by allocating funds for hiring substitutes. Additional ways to promote ongoing professional development include: Set high expectations for everyone to participate in professional development. Ensure that assessment data are used to identify professional development needs with a focus on improved student outcomes. Attend ALL professional development that is required of teachers and staff. MOST PD PROVIDED THROUGH THE STATE AND THROUGH THE READING SPECIALISTS Instead of choosing PD for your building, let the Reading Specialists or me know what you are interested in and we will try to schedule it for your region or for the state.

28. 28 Monitoring and Evaluating Reading Progress Involves making informed decisions based on data throughout the school year Materials: Handout 22: Data-Driven Decision Making Before presenting the information on the slide, introduce the handout. Explain that the handout summarizes key information for making data-based instructional decisions. Encourage participants to refer to the handout as key ideas are presented. After presenting the information on the slide, have participants discuss assessment-related successes and challenges in their schools. Allow 5 minutes. Ask 2 to 3 participants to share. Additional Information Monitoring and evaluating Reading First progress involves making informed decisions based on data about K-3 students, teachers, classrooms, grade levels, as well as schoolwide progress toward Reading First instructional goals. Instructional leaders continuously use assessment data, knowledge of SBRR and SBRI, experience, wisdom, and judgment to respond to each student�s instructional needs. Materials: Handout 22: Data-Driven Decision Making Before presenting the information on the slide, introduce the handout. Explain that the handout summarizes key information for making data-based instructional decisions. Encourage participants to refer to the handout as key ideas are presented. After presenting the information on the slide, have participants discuss assessment-related successes and challenges in their schools. Allow 5 minutes. Ask 2 to 3 participants to share. Additional Information Monitoring and evaluating Reading First progress involves making informed decisions based on data about K-3 students, teachers, classrooms, grade levels, as well as schoolwide progress toward Reading First instructional goals. Instructional leaders continuously use assessment data, knowledge of SBRR and SBRI, experience, wisdom, and judgment to respond to each student�s instructional needs.

29. 29 Data-Driven InstructionalDecision-Making Use assessment data to determine your school�s current status: Additional Information Data-driven instructional decision-making first involves determining a school�s current status in reading instruction. Additional Information Data-driven instructional decision-making first involves determining a school�s current status in reading instruction.

30. 30 Data-Driven InstructionalDecision-Making (cont.) Identify strengths: Additional Information Examination of assessment and observational data can help instructional leaders identify strengths in a school�s reading instruction. Additional Information Examination of assessment and observational data can help instructional leaders identify strengths in a school�s reading instruction.

31. 31 Data-Driven InstructionalDecision-Making (cont.) Identify areas for improvement: Materials: Handout 22: Data-Driven Decision Making After presenting information on the slide, point out the section in the handout that presents guidelines for both schoolwide and classroom data analysis meetings. Additional Information When analysis of the data highlights weaknesses or areas in need of improvement in reading instruction, teachers and instructional leaders collaboratively make adjustments, based on the evidence, to classroom instruction. Materials: Handout 22: Data-Driven Decision Making After presenting information on the slide, point out the section in the handout that presents guidelines for both schoolwide and classroom data analysis meetings. Additional Information When analysis of the data highlights weaknesses or areas in need of improvement in reading instruction, teachers and instructional leaders collaboratively make adjustments, based on the evidence, to classroom instruction.

32. 32 Data-Driven InstructionalDecision-Making (cont.) Regularly measure progress toward Reading instructional goals Additional Information Data-driven instructional decision-making also includes taking a look at the �big picture� to ensure that schools are on track for meeting Reading First instructional goals. It involves asking questions when analyzing data to help guide problem-solving and decision-making.Additional Information Data-driven instructional decision-making also includes taking a look at the �big picture� to ensure that schools are on track for meeting Reading First instructional goals. It involves asking questions when analyzing data to help guide problem-solving and decision-making.

33. 33 Evaluating Reading Progress Materials: Handout 23: Evaluating Reading First Progress After presenting the information on the slide, have participants discuss the data management systems in their schools. Allow 3 to 5 minutes. Ask 2 to 3 participants to share. Then ask participants to locate Handout 23 behind the notes page. Explain that this handout presents detailed information related to the five steps that will be presented for evaluating Reading First progress in their schools. Additional Information Instructional leaders need to establish a comprehensive data management system to easily and quickly compile, access, analyze, and disaggregate data to facilitate data-driven instructional decision making. A comprehensive data management system is necessary to expedite data analysis. Types of data management systems vary from school to school, and involve either paper and pencil methods and/or informational technologies (IT) (e.g., spreadsheet or database computer software) that generate electronic reports. Ideally, IT systems also help schools link student data from various student information systems (e.g., attendance, grading, demographics) and transfer these data into easy-to interpret charts/graphs to facilitate decision-making A comprehensive reading program addresses grade-level standards and provides a system for monitoring students� progress toward meeting them. Instructional leaders need to establish checkpoints throughout the school year in addition to the beginning of the year (BOY), middle of the year (MOY), and end of year (EOY) assessment dates. Checkpoints vary from school to school. Leadership teams should meet once a month with grade-level teams to discuss student progress and determine which students are meeting grade-level benchmarks and which students are not making adequate progress. The team collaboratively problem-solves and generates a course of action based on SBRR. Progress needs to be continually monitored and adjustments made as necessary to ensure student gains. Materials: Handout 23: Evaluating Reading First Progress After presenting the information on the slide, have participants discuss the data management systems in their schools. Allow 3 to 5 minutes. Ask 2 to 3 participants to share. Then ask participants to locate Handout 23 behind the notes page. Explain that this handout presents detailed information related to the five steps that will be presented for evaluating Reading First progress in their schools. Additional Information Instructional leaders need to establish a comprehensive data management system to easily and quickly compile, access, analyze, and disaggregate data to facilitate data-driven instructional decision making. A comprehensive data management system is necessary to expedite data analysis. Types of data management systems vary from school to school, and involve either paper and pencil methods and/or informational technologies (IT) (e.g., spreadsheet or database computer software) that generate electronic reports. Ideally, IT systems also help schools link student data from various student information systems (e.g., attendance, grading, demographics) and transfer these data into easy-to interpret charts/graphs to facilitate decision-making A comprehensive reading program addresses grade-level standards and provides a system for monitoring students� progress toward meeting them. Instructional leaders need to establish checkpoints throughout the school year in addition to the beginning of the year (BOY), middle of the year (MOY), and end of year (EOY) assessment dates. Checkpoints vary from school to school. Leadership teams should meet once a month with grade-level teams to discuss student progress and determine which students are meeting grade-level benchmarks and which students are not making adequate progress. The team collaboratively problem-solves and generates a course of action based on SBRR. Progress needs to be continually monitored and adjustments made as necessary to ensure student gains.

34. 34 Evaluating (cont.) Disaggregate the data and evaluate reading improvement Look for trends in student achievement to help determine schoolwide progress toward instructional goals After presenting the steps on the slide, the next slide presents a graphic example of trends in student achievement. Additional Information Disaggregating or separating data into useful subgroups helps leadership teams and teachers pinpoint specific problem areas that need to be targeted to ensure that student outcomes improve. For example, special education students can be grouped together and data examined within classrooms and across grade levels and schoolwide. Sample questions include: Are there meaningful differences between and among subgroups? Why are many first-grade students identified as at risk on the middle of the year (MOY) screening assessment? How did this cohort of students perform on similar measures in kindergarten? Did last year�s first graders have similar reading difficulties? Reading First leadership teams must oversee their schoolwide progress toward achieving Reading First instructional goals. Sample questions include: How successfully have we implemented our Reading First plan? Where are the gaps? Are we making adequate progress toward our instructional goals? After presenting the steps on the slide, the next slide presents a graphic example of trends in student achievement. Additional Information Disaggregating or separating data into useful subgroups helps leadership teams and teachers pinpoint specific problem areas that need to be targeted to ensure that student outcomes improve. For example, special education students can be grouped together and data examined within classrooms and across grade levels and schoolwide. Sample questions include: Are there meaningful differences between and among subgroups? Why are many first-grade students identified as at risk on the middle of the year (MOY) screening assessment? How did this cohort of students perform on similar measures in kindergarten? Did last year�s first graders have similar reading difficulties? Reading First leadership teams must oversee their schoolwide progress toward achieving Reading First instructional goals. Sample questions include: How successfully have we implemented our Reading First plan? Where are the gaps? Are we making adequate progress toward our instructional goals?

35. 35 Collaboratively make adjustments to get instruction on track Evaluating (cont.) Additional Information The data-driven decision-making process is cyclic. Evaluating and monitoring progress in Reading First involves a continuous process. The process moves through administration of a variety of assessments, data analysis, identification of strengths and weaknesses, implementing a plan into action, and making adjustments. Additional Information The data-driven decision-making process is cyclic. Evaluating and monitoring progress in Reading First involves a continuous process. The process moves through administration of a variety of assessments, data analysis, identification of strengths and weaknesses, implementing a plan into action, and making adjustments.

36. 36 Research empowers us all�teachers, parents, administrators, and researchers�to reach the ultimate goal of ensuring that our children, teenagers, and adults have the most accurate, scientifically based information on effective instruction in reading . . .� (McCardle & Chhabra, 2004, p. 476) The Ultimate Goal