Teaching All Children to Read:

1. Teaching All Children to Read: Leadership in Reading First Schools Stuart Greenberg Eastern Regional Reading First Technical Assistance Center, Florida State University, and The Florida Center for Reading Research Stuart Greenberg, Deputy Director sgreenberg@fcrr.org

2. Agenda Introduction Leadership: What do we know from research and practice? Critical elements of using data Concluding Thought

4. Teaching Reading is Urgent

5. The Reading First Plan for Success Increase the quality, consistency, and reach of classroom instruction

6. What is Reading? �Reading is an active and complex process that involves Understanding written text Developing and interpreting meaning; and Using meaning as appropriate to type of text, purpose, and situation� (NAEP Framework, 2009)

7. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

9. What are the most essential parts of the principal�s role in a RF school? 1. Setting high expectations & empowering others to meet them assuring fidelity in program implementation building a �no excuses� culture in the school; doing what it takes to help kids succeed (explain case study process) We asked case study principals, �What are the most essential things you do to support reading improvement in your role as the principal?� The first and most consistent response was high expectations.....(explain case study process) We asked case study principals, �What are the most essential things you do to support reading improvement in your role as the principal?� The first and most consistent response was high expectations.....

10. The quotes appearing in this presentation are from the principals interviewed in this process. Note the expectations conveyed here and the sense of determination to get the job done. The quotes appearing in this presentation are from the principals interviewed in this process. Note the expectations conveyed here and the sense of determination to get the job done.

11. What are the most essential parts of the principal�s role in a RF school? 2. Being visible & involved in the reading program �talking the talk� & �walking the walk� getting into classrooms to support teachers & coach walk-throughs feedback Principals cited the importance of visibility and involvement in being a strong reading leader. Much of this can be done in the context of the principal�s regular daily duties--making the rounds before or after school, visiting classrooms and attending routine meetings. What matters most is what the principal communicates as being important, and that happens by where principals place their attention and the culture they develop in the school.Principals cited the importance of visibility and involvement in being a strong reading leader. Much of this can be done in the context of the principal�s regular daily duties--making the rounds before or after school, visiting classrooms and attending routine meetings. What matters most is what the principal communicates as being important, and that happens by where principals place their attention and the culture they develop in the school.

12. What are the most essential parts of the principal�s role in a RF school? 3. Supporting use of data to adjust instruction scheduling group meeting times for the year attending meetings whenever possible assuring follow-up on changes to instruction Each of the principals interviewed cited the use of data as a key to the principal�s role as a reading leader. Collecting and inputting data, accessing, analyzing and sharing reports and assuring that staff hold regular team meetings, focus on data and use it to guide instruction--are all ways that the principal can exert proactive leadership around reading.Each of the principals interviewed cited the use of data as a key to the principal�s role as a reading leader. Collecting and inputting data, accessing, analyzing and sharing reports and assuring that staff hold regular team meetings, focus on data and use it to guide instruction--are all ways that the principal can exert proactive leadership around reading.

14. What are the most essential parts of the principal�s role in a RF school? 4. Actively collaborating with the coach and teachers to support students� reading success team meetings group/kid-specific, data oriented conversations The principals we talked with attend and are active participants in reading-focused meetings. This is where they convey and review their expectations for responsive reading instruction. In these meetings and conversations, they assure that agreement is reached on any revisions needed in instructional plans, that responsibility for implementing the plan is clear and where follow up occurs on plans made at the previous meeting. This is about �making the process happen�.The principals we talked with attend and are active participants in reading-focused meetings. This is where they convey and review their expectations for responsive reading instruction. In these meetings and conversations, they assure that agreement is reached on any revisions needed in instructional plans, that responsibility for implementing the plan is clear and where follow up occurs on plans made at the previous meeting. This is about �making the process happen�.

15. Principals report that the grade level team meeting process has brought about a greater sense of shared responsibility for student success and a greater willingness to try new things that might make a difference. This process is where much of the �cultural shift� seems to come from that takes place in schools which are moving from under-performing to high performing systems.Principals report that the grade level team meeting process has brought about a greater sense of shared responsibility for student success and a greater willingness to try new things that might make a difference. This process is where much of the �cultural shift� seems to come from that takes place in schools which are moving from under-performing to high performing systems.

16. Data is a key..... �Data brings the reality of the child�s success or struggle to the forefront. We can�t afford to ignore the data if we are concerned about the student�s future.� -RF principal

17. Data guides instruction �If the plan is not working, we do whatever is needed to change the plan. If it is not working after two weeks or a month, you need to change it. You need to make sure the plan is working. Failure is not an option.� -RF principal

18. Data guides success..... �We are driven by curriculum and guided by data.� -RF principal

20. If you are serious about using data, be ready to address change

21. Assumption Student learning can and should improve on a continuous basis Learning environments that are meaningful and engaging

22. Teachers Using Data Evaluate student progress Define the problems and needs Select improvement strategies and academic goals Initiate change

24. Needed Reflection: Thought-provoking information and time to study it Time: for teachers to meet, discuss, reflect upon data, and make informed instructional decisions Data: Continuous exposure to build a culture

25. Instructional Curriculum Maps This Institute is organized around a set of �Curriculum Maps.� These curriculum maps provide one example of strategic, research-based, and measurable goals in beginning reading. This Institute is organized around a set of �Curriculum Maps.� These curriculum maps provide one example of strategic, research-based, and measurable goals in beginning reading.

26. Organized by �Big Ideas� for each grade level Provide curriculum-based 180-day pacing maps Provide specific goals and outcomes for each grade (i.e., what to teach and when) Based on a convergence of research in beginning reading This Institute is organized around a set of �Curriculum Maps.� These curriculum maps provide one example of strategic, research-based, and measurable goals in beginning reading. This Institute is organized around a set of �Curriculum Maps.� These curriculum maps provide one example of strategic, research-based, and measurable goals in beginning reading.

27. Data Leading Questions Assessment Are we looking at all of the data? Student Which students are doing well and which need added instruction? Instruction Are all students engaged in rigorous instruction teacher directed and student centers? Leading Question Does the data reflect a lack of automaticity or a lack of knowledge?

28. Data as a Conversation Patterns in this year�s results? Similar patterns in past years� results? Are trends moving toward our goals? Do these data surprise us? Are there other broad data that show similar patterns?

29. Cycle of Inquiry

30. Simpler Process Assess Analyze Act

31. Assess Teachers need frequent information on students� individual strengths and weaknesses to guide instruction. Frequent feedback on student progress A. MULTIPLE ASSESSMENTS Instead of the kind of �big picture� data that annual summative assessments provide, teachers need information about the specific skills with which students struggle. Formative assessments provide critical information to determine which skills students are lacking, what to teach, how students are doing in response to the instruction and whether students have mastered content. Some examples of these kinds of assessments are: Diagnostic assessments that identify specific skills gaps. Brief, timed fluency tests on oral proficiency. Regular, ongoing program assessments demonstrating whether students have mastered discrete material. Writing prompts given three times a year that assess the extent to which, over time, students are improving their writing skills against a common standard. � B. FREQUENT ADMINISTRATION To engage in a continual improvement process, teachers need quarterly, monthly, even weekly feedback on student progress. Waiting until results come back from annual standardized testing doesn�t provide teachers with the kind of information that they can use. Gap-closing schools at the very least administer tri-annual assessments to measure progress; many rely on weekly assessments to guide curriculum pacing and instructional strategies. � A. MULTIPLE ASSESSMENTS Instead of the kind of �big picture� data that annual summative assessments provide, teachers need information about the specific skills with which students struggle. Formative assessments provide critical information to determine which skills students are lacking, what to teach, how students are doing in response to the instruction and whether students have mastered content. Some examples of these kinds of assessments are: Diagnostic assessments that identify specific skills gaps. Brief, timed fluency tests on oral proficiency. Regular, ongoing program assessments demonstrating whether students have mastered discrete material. Writing prompts given three times a year that assess the extent to which, over time, students are improving their writing skills against a common standard. � B. FREQUENT ADMINISTRATION To engage in a continual improvement process, teachers need quarterly, monthly, even weekly feedback on student progress. Waiting until results come back from annual standardized testing doesn�t provide teachers with the kind of information that they can use. Gap-closing schools at the very least administer tri-annual assessments to measure progress; many rely on weekly assessments to guide curriculum pacing and instructional strategies. �

32. Analyze Teachers and school-site administrators need both the ability and multiple opportunities to reflect on and discuss data. PD on how to understand student achievement data Structured, data driven discussions focused on achievement gap data A. PROFESSIONAL DEVELOPMENT ON HOW TO UNDERSTAND STUDENT ACHIEVEMENT DATA Understanding data is a new requirement in the teaching profession. Teachers need training in how to understand results so that they can gain an accurate understanding of their students� strengths and weaknesses. They need to know what the achievement gap looks like at their school�not just which students are failing to master important standards, but which skills these students lack�before they can take targeted action to close the gap. Once teachers have the ability to analyze data, they can then be active participants in the work of inquiring, goal setting and strategic planning, making the school a true learning community. � B. STRUCTURED, DATA-BASED DISCUSSIONS FOCUSED ON ACHIEVEMENT GAP DATA Almost every school in the nation with students has an achievement gap, or many gaps between different races, ethnicities and socio-economic strata. Teachers need structured time to discuss and fully understand not just their schoolwide achievement gap, but their grade-level and classroom-level achievement gaps. This transforms abstract numbers into something more personal, and prompts teachers to question how systemic gaps are either reinforced or challenged by their own classroom practice. Teachers also need structured time to discuss why gaps exist, considering how factors such as race/ethnicity, poverty and family background impact children�s learning experiences. When teachers are given time and support to analyze disaggregated data, the achievement gap can rise to the foreground in each teachers� understanding of their individual goals, spurring the kind of momentum that leads to real change. A. PROFESSIONAL DEVELOPMENT ON HOW TO UNDERSTAND STUDENT ACHIEVEMENT DATA Understanding data is a new requirement in the teaching profession. Teachers need training in how to understand results so that they can gain an accurate understanding of their students� strengths and weaknesses. They need to know what the achievement gap looks like at their school�not just which students are failing to master important standards, but which skills these students lack�before they can take targeted action to close the gap. Once teachers have the ability to analyze data, they can then be active participants in the work of inquiring, goal setting and strategic planning, making the school a true learning community. � B. STRUCTURED, DATA-BASED DISCUSSIONS FOCUSED ON ACHIEVEMENT GAP DATA Almost every school in the nation with students has an achievement gap, or many gaps between different races, ethnicities and socio-economic strata. Teachers need structured time to discuss and fully understand not just their schoolwide achievement gap, but their grade-level and classroom-level achievement gaps. This transforms abstract numbers into something more personal, and prompts teachers to question how systemic gaps are either reinforced or challenged by their own classroom practice. Teachers also need structured time to discuss why gaps exist, considering how factors such as race/ethnicity, poverty and family background impact children�s learning experiences. When teachers are given time and support to analyze disaggregated data, the achievement gap can rise to the foreground in each teachers� understanding of their individual goals, spurring the kind of momentum that leads to real change.

33. Act Teachers need structure and support to make targeted changes to meet the needs of all students. School-wide Focus Professional development on how to take action on data Collaboration time for teachers to work on best practices A. AN ACTION PLAN WITH GOALS AND A CLEAR DEFINITION OF EQUITY School communities that are closing the gap develop and agree on an explicit definition of equity. This can be an exercise in mission- or vision-building, spending time discussing the big picture so that all faculty share the same end goal. It can also mean discussing a general goal, e.g. all children learn at or above grade level, and getting specific about what that would look like at a particular school site. Gap-closing schools then establish reasonable roadmaps to achieve their vision, setting measurable goals for each racial or ethnic subgroup to close the achievement gap. Any school can hang a banner declaring it a place where all children can learn; schools that are closing the gap actually define what high expectations means and looks like in practice. Teachers can easily dismiss externally imposed goals, such as federal growth targets, as being too removed from schools� specific situations to have real bearing. While the school collectively strives toward Adequate Yearly Progress targets, teachers need to be given the assignment to translate these into their own achievement goals. With measurable, individualized goals, �closing the gap� becomes more than just a saying or an impossible utopian dream; personalized equity goals give teachers the opportunity to strive for and celebrate step-by-step progress. � B. SCHOOLWIDE FOCUS Schools are pulled in so many different directions that sometimes the hardest challenge of all is focusing. Schools that are successful don�t try to do it all; they select a couple of things that matter and do them well. Case study schools that focused on a small student group�the lowest-performing student group�reported big gains for the school as a whole. In Belle Air Elementary, a focus on supporting Hispanic/Latino boys helped teachers hone their skills at differentiating instruction for all. In Roosevelt Middle, a focus on African-American suspensions resulted in a reduced suspension rate for all students. It may seem counterintuitive, but focusing on a few students can lead to the kinds of deep changes that promote whole school change. � C. PROFESSIONAL DEVELOMENT ON HOW TO TAKE ACTION ON DATA Once teachers get student achievement results, they need to be able to know what to do next and how to do it. They require a wealth of information about instructional strategies and curricula so they can make well-informed choices regarding how to meet identified needs. Much of the negative reaction some teachers have regarding data stems from a feeling of impotence � they get numbers back that tell them they�re not doing a good job, but are then sent back to their classrooms without support, time or tools to improve. � High quality professional development, particularly when delivered through classroom-based coaching, can help teachers meet the challenge or helping all students to thrive. While many teachers have years of experience, many more are new to the profession, and no one teacher has a monopoly on good ideas. By being given access to outside expertise, particularly in the rapidly-advancing field of reading instruction, teachers can increase their repertoire of strategies. If data shows a weakness in, for example, decoding text, then teachers need time with experts on decoding so that they can learn how to become more effective. Experts can also diagnose gaps in curriculum and advise appropriate materials to meet students� needs. The leap from testing to classroom practice can seem like a chasm; professional development can provide a bridge, helping teachers connect their practice to their students� needs. � D. COLLABORATION TIME FOR TEACHERS TO WORK ON BEST PRACTICES Teachers need time built into the weekly school schedule to help one another implement successful instructional strategies. Productive professional interactions about classroom challenges and successes can�t happen in the lunch room or on weekends; collaboration time needs to be built into the school schedule as part of the regular work week. Whether it happens in weekly grade level team meetings, cross-grade level meetings, leadership team meetings or full faculty meetings, teachers need structured time together to discuss practice. Innovations happen every day in the field of teaching, but too often they only happen behind closed classroom doors. Regularly scheduled collaboration time ensures that change and improvement spreads, and one teachers� breakthrough can become a grade-level�s, or even a school�s transformation. One important form of collaboration is teachers visiting other teachers� classrooms. Talk can be helpful, but seeing how a colleague teaches can provide the structured, practical support teachers need to change their practice. This open classroom approach is fairly countercultural to the teaching profession, but a collaborative environment needs to become the new norm in schools. Collaboration time takes teaching into the 21st century, away from isolated, random acts of improvement and inspiration and into systematic improvement, with all teachers advancing and capitalizing on each others� successes. A. AN ACTION PLAN WITH GOALS AND A CLEAR DEFINITION OF EQUITY School communities that are closing the gap develop and agree on an explicit definition of equity. This can be an exercise in mission- or vision-building, spending time discussing the big picture so that all faculty share the same end goal. It can also mean discussing a general goal, e.g. all children learn at or above grade level, and getting specific about what that would look like at a particular school site. Gap-closing schools then establish reasonable roadmaps to achieve their vision, setting measurable goals for each racial or ethnic subgroup to close the achievement gap. Any school can hang a banner declaring it a place where all children can learn; schools that are closing the gap actually define what high expectations means and looks like in practice. Teachers can easily dismiss externally imposed goals, such as federal growth targets, as being too removed from schools� specific situations to have real bearing. While the school collectively strives toward Adequate Yearly Progress targets, teachers need to be given the assignment to translate these into their own achievement goals. With measurable, individualized goals, �closing the gap� becomes more than just a saying or an impossible utopian dream; personalized equity goals give teachers the opportunity to strive for and celebrate step-by-step progress. � B. SCHOOLWIDE FOCUS Schools are pulled in so many different directions that sometimes the hardest challenge of all is focusing. Schools that are successful don�t try to do it all; they select a couple of things that matter and do them well. Case study schools that focused on a small student group�the lowest-performing student group�reported big gains for the school as a whole. In Belle Air Elementary, a focus on supporting Hispanic/Latino boys helped teachers hone their skills at differentiating instruction for all. In Roosevelt Middle, a focus on African-American suspensions resulted in a reduced suspension rate for all students. It may seem counterintuitive, but focusing on a few students can lead to the kinds of deep changes that promote whole school change. � C. PROFESSIONAL DEVELOMENT ON HOW TO TAKE ACTION ON DATA Once teachers get student achievement results, they need to be able to know what to do next and how to do it. They require a wealth of information about instructional strategies and curricula so they can make well-informed choices regarding how to meet identified needs. Much of the negative reaction some teachers have regarding data stems from a feeling of impotence � they get numbers back that tell them they�re not doing a good job, but are then sent back to their classrooms without support, time or tools to improve. � High quality professional development, particularly when delivered through classroom-based coaching, can help teachers meet the challenge or helping all students to thrive. While many teachers have years of experience, many more are new to the profession, and no one teacher has a monopoly on good ideas. By being given access to outside expertise, particularly in the rapidly-advancing field of reading instruction, teachers can increase their repertoire of strategies. If data shows a weakness in, for example, decoding text, then teachers need time with experts on decoding so that they can learn how to become more effective. Experts can also diagnose gaps in curriculum and advise appropriate materials to meet students� needs. The leap from testing to classroom practice can seem like a chasm; professional development can provide a bridge, helping teachers connect their practice to their students� needs. � D. COLLABORATION TIME FOR TEACHERS TO WORK ON BEST PRACTICES Teachers need time built into the weekly school schedule to help one another implement successful instructional strategies. Productive professional interactions about classroom challenges and successes can�t happen in the lunch room or on weekends; collaboration time needs to be built into the school schedule as part of the regular work week. Whether it happens in weekly grade level team meetings, cross-grade level meetings, leadership team meetings or full faculty meetings, teachers need structured time together to discuss practice. Innovations happen every day in the field of teaching, but too often they only happen behind closed classroom doors. Regularly scheduled collaboration time ensures that change and improvement spreads, and one teachers� breakthrough can become a grade-level�s, or even a school�s transformation. One important form of collaboration is teachers visiting other teachers� classrooms. Talk can be helpful, but seeing how a colleague teaches can provide the structured, practical support teachers need to change their practice. This open classroom approach is fairly countercultural to the teaching profession, but a collaborative environment needs to become the new norm in schools. Collaboration time takes teaching into the 21st century, away from isolated, random acts of improvement and inspiration and into systematic improvement, with all teachers advancing and capitalizing on each others� successes.

34. CSI Map: Kindergarten

35. CSI Map: Kindergarten

37. Daily Data Feedback to the teacher The quicker the better All teachers use constant feedback as data to modify instruction.

39. Collaboration �Teachers using PD time to take a half-day to organize and plan reading together has been invaluable.� -RF principal

40. Focus �We say that we are a basic skills school--that�s our purpose--that�s what we�re about. We are about basic skills, and we intend to do it very well.� -RF principal

41. Determination �I want all our kids succeeding. That�s what it�s all about. It�s going to happen. I have no doubt.� -RF principal

42. Wise use of resources �Money is not the issue in sustaining the program. Having the will is the issue. We have the funding we need. It�s how you choose to prioritize and use the funding that makes the difference.� �Is your funding aligned with your mission? If not, you will struggle. If so, you will succeed.� --RF principal

43. Opportunity + determination = success �This is a career moment for us. To have these resources (funds, training, data) and this chance to make a difference is a once-in-a-career opportunity. We intend to make the most of it.� --RF Principal

45. Attribute of Reading First Success devoting more time to reading instruction monitoring student performance and adjusting instruction as indicated having benchmark targets and goals setting & following up on high expectations Principals were clear about what they thought had contributed to the success their students had achieved through Reading First. Increasing time, having targets to shoot for, assuring that instruction remains responsive to student performance and sustaining high expectations in a �CAN DO� culture--all seem to be part of the story of success.Principals were clear about what they thought had contributed to the success their students had achieved through Reading First. Increasing time, having targets to shoot for, assuring that instruction remains responsive to student performance and sustaining high expectations in a �CAN DO� culture--all seem to be part of the story of success.

46. Attribute of Success Strong instructional leadership Strong mentor coach Solid curriculum implemented based upon data School culture focused on reading success Commitment to developing increased capacity to sustain the essential elements within the school These �Four C�s� also help to tell the story of high performing schools. No one doubts that a good coach makes a significant difference. Principals were also consistent in citing �a strong curriculum, well implemented� as a key. It was interesting to note how frequently principals mentioned that before implementing a strong core curriculum, their teachers were using a wide range of unrelated programs, with individual teachers often �doing their own thing�. Adults might like to �do their own thing�, but kids need solid, systematic, sequential, explicit instruction and continuity from year to year.These �Four C�s� also help to tell the story of high performing schools. No one doubts that a good coach makes a significant difference. Principals were also consistent in citing �a strong curriculum, well implemented� as a key. It was interesting to note how frequently principals mentioned that before implementing a strong core curriculum, their teachers were using a wide range of unrelated programs, with individual teachers often �doing their own thing�. Adults might like to �do their own thing�, but kids need solid, systematic, sequential, explicit instruction and continuity from year to year.

47. What is your vision for your school over the next two years of RF funding? to get more students to benchmark levels to maintain our commitment to RF for the duration, to continue working to get better at meeting students� needs and to sustain our improved results over the long run to keep supporting each other and keep collaborating Highly successful principals are not satisfied with the status quo, but are fueled by a vision for the future. While their schools have usually improved significantly over the past two or three years, they are not looking back, but gazing forward to determine what is needed now to prepare for the future. They ask questions like, �How do we sustain what we have created? and How do we increase the results we have achieved?Highly successful principals are not satisfied with the status quo, but are fueled by a vision for the future. While their schools have usually improved significantly over the past two or three years, they are not looking back, but gazing forward to determine what is needed now to prepare for the future. They ask questions like, �How do we sustain what we have created? and How do we increase the results we have achieved?

48. Principals talked about a evolution of sorts in the cultures of their schools. Remember that all schools in Reading First had to meet a criterion of high poverty and low performance in order to be eligible to participate in the program. For the most part, poverty levels haven�t changed in these schools, but achievement levels have improved dramatically. Principals admitted that this transformation wasn�t easy, but it was well worth it.Principals talked about a evolution of sorts in the cultures of their schools. Remember that all schools in Reading First had to meet a criterion of high poverty and low performance in order to be eligible to participate in the program. For the most part, poverty levels haven�t changed in these schools, but achievement levels have improved dramatically. Principals admitted that this transformation wasn�t easy, but it was well worth it.

50. Thank You