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1
Building Instructional Leadership Workshop
A presentation of the National Center For Reading First Technical Assistance
Developed by the
Central Regional Reading First Technical Assistance CenterVaughn Gross Center for Reading and Language Arts
The University of Texas at Austin
College of Education
2
Action Plan for Building Instructional Leadership
Vision worth building Successful readers
Clear set of steps to take Reading First plan
Solid foundation SBRR
Talented crew Leadership team
Dedicated leader(s) Superintendent, Principal
Like building a structure, building effective instructional leadership requires:
3
Action Plan (cont.)
Overview of Reading First Instructional Leadership
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research(SBRR)
within Reading First
Data-Driven Decision-Making
4
What Is Reading First?
Authorized under Title I, Part B, Subpart 1 of the Elementary and Secondary Education Act of 2000 (No Child Left Behind).
Academic cornerstone of No Child Left Behind.
Six-year entitlement grants to State Educational Agencies (SEA)
5
What Is Reading First?
SEA awards competitive subgrants to Local Educational Agencies (LEA) for eligible Title I schools for K-3 Reading.
Funding for SEA to provide technical assistance to the LEA and schools receiving Reading First subgrants.
6
What Is Reading First?
Funding for SEA to provide professional development for all K-3 teachers, all K-12 special education teachers and all administrators.
7
The Purpose of Reading First
Ensure that all children in America learn to read well
by the end of third grade so they are well prepared
to achieve their full academic potential.
Reading First Guidance, p. 1
8
What’s Different about Reading First
Is the largest–and most focused–early reading initiative this country has ever undertaken.
Emphasizes ongoing professional development with classroom support:
– Scientifically based reading research (SBRR)– Research-based program implementation – Use of rigorous assessments
Reading First:
9
What’s Different (cont.)
Focuses on the five essential components of reading.
Holds states and districts accountable for improving student reading achievement.
Reading First:
“Programs funded under Reading First will have to demonstrate their ability to address these components
in a comprehensive and effective manner.” (Reading First Guidance, p. 2)
10
What’s Different (cont.)
InstructionalLeader/educator with a strong focus on
improving instruction and student achievement
Managerial Administrator/Supervisor
PoliticalNegotiator/facilitator
Requires a shift in school leadership priorities.
Reading First:
11
Reading First Leadership
InstructionalLeader/educator with a strong focus on improving
instruction and student achievementManagerial
Administrator/Supervisor
PoliticalNegotiator/facilitator
What needs to happen in Reading First schools so leaders can focus on instruction?
Discuss
12
Role of the State Reading Specialist
Provides leadership and technical assistance to Reading First grantees as requested and through regular on-site monitoring visits
Assesses the progress made in improving student reading performance and implementation of the core program as described in the school’s original proposal
Coordinates Reading First activities regionally Serves as consultant to Reading Coach and
Principal as relates to Reading First requirements.
13
Literacy Leadership Teams
Include knowledgeable and dedicated educators:
• Superintendents• Principals• Assistant Principals• Curriculum Directors • Coaches• School Psychologists• Counselors• Reading Specialists• Lead General and Special Education Teachers
14
Team Characteristics
Literacy Leadership Teams:
Understand SBRR and SBRI
Set goals and focus on a course of action
Monitor progress using assessment data
Communicate a sense of urgency
Provide continual and supportive professional development
Facilitate organizational support
15
Roles and Responsibilities
Define and communicate roles of each member of the Reading First leadership team.
Handout 1
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All Levels
–State, District, and School–
Must Work Together
to Successfully Implement Reading First.
Working Together
How can conflicts in policy and practice occur (e.g., district assessment plans versus Reading First assessment plans)?
Discuss
17
Taking a Closer Look at the Principal’s Role
• Learning • Communicating • Monitoring and coordinating • Supporting • Overseeing and organizing • Fostering
Improvement in reading instruction
within a school depends on the principal’s
ACTIVE and INFORMED involvement.
18
Taking a Closer Look at the Reading First Coach’s Role
Improving classroom reading instruction by:
Coaches are NOT evaluators or administrators.
Helping teachers and administrators use assessment data
Sharing expertise
Demonstrating lessons
Observing teachers’ instructional practices
19
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:
– are regularly in the classroom– work collaboratively with teachers – are key to ensuring successful
readers
20
Constancy of Purpose
“What emerges from most of the research and
studies on what behaviors are most characteristic of
outstanding instructional leaders is the CONSTANCY
with which they act on behalf of what is best for
students throughout the many functions
they perform day in and day out.” (Gupton, 2003, p. 65)
How can instructional leaders maintain this CONSTANCY of purpose?
Discuss
21
Reflections
Vision worth building
Clear set of action plans
Solid foundation
Talented crew
Dedicated leader(s)
Successful readers
Reading First plan
Leadership team
Superintendent Principal
Overview of Reading First Instructional Leadership
SBRR
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Action Plan for Building Instructional Leadership
Overview of Reading First Instructional Leadership
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research (SBRR)
within Reading First
Data-Driven Decision-Making
23
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
24
SBRR Resources
How can you provide continuous access to SBRR for your leadership teams and teachers?
Discuss
www.nationalreadingpanel.org
www.nifl.gov/partnershipforreading/publications/reading_first1.html
25
Activity
Taxonomy of SBRR/SBRI Knowledge Read the examples on the handout
Place a checkmark in front of the example if you can confidently answer “Yes” to the question
Handout 4
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Explicit and Systematic Instruction in the Five Essential Components of Reading
Target areas:
K, 1, 2, 3Comprehension– the ability to understand or get meaning from text
K, 1, 2, 3Vocabulary–knowledge of word meanings
1, 2, 3Fluency– reading accurately, quickly, and with expression (prosody)
K, 1, 2, 3Phonics– an understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spelling that represent those sounds in written language
K, 1Phonemic Awareness– the ability to hear, identify, and manipulate (work with) individual sounds–phonemes–in spoken words
27
Activity
Handout 5
Quick Reading Knowledge Survey (QRKS)
- Complete the (QRKS) handout
28
Features of Effective Reading Instruction
Use of assessment data to inform instruction and determine student progress
Grouping Planning instruction Delivering targeted instruction and
intervention to address students’ instructional needs
Monitoring student progress toward grade-level standards/benchmarks
29
Taking a Closer Look:Reading First Assessments
Target PopulationPurpose
All Students
All Students
At-Risk
All Students
Evaluate the effectiveness of a total reading program and determine students’ overall reading achievement.Outcome
Determine whether students are making adequate progress or need more support to achieve grade-level reading outcomes.
Classroom-Based Instructional Assessments/Progress Monitoring
Provide in-depth information about students’ reading strengths and needs to inform instructional decisions.
Diagnosis
Identify students who are at risk for or have reading difficulties and need additional support.
Screening
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Features of Effective Reading Instruction
Core, supplemental, and intervention reading programs and materials grounded in SBRR
Explicit and systematic instruction in the five essential reading components
Handout 6
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Taking a Closer Look: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
Students receive
extensive support
as they practice and apply newly
learned concepts and
skills.
Handout 7
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Activity
Handout 8
Snapshots of Reading Instruction
Read the assigned lesson snapshot
Determine which essential reading component is
addressed
Identify an example of each feature of effective
instruction incorporated in the lesson
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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 (cont.)
34
Taking a Closer Look:Differentiated Instruction
NOT
NOT
NOT
NOT
NOT
Using the same assignments for the entire class
Tailoring instruction to address student needs
Using the same reading text with all students
Matching instructional materials to student ability
Using small groups that never change
Using flexible grouping
Using only whole class instruction
Teaching targeted small groups
Administering assessments and only reporting results
Using assessment data to inform instruction
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Taking a Closer Look: Interventions
Maximize student engagement and time on task by providing more opportunities for students to respond and participate.
Purpose
Instructional time is increased (e.g., 30 minutes) beyond the core reading block.
Time
Instruction targets essential reading components based on each student’s needs.
Instructional Focus
Students are taught in teacher-directed, small, same-ability groups of 3 to 5 students (or fewer).
Grouping
Programs and materials are research-based, emphasize the essential components of reading, and are aligned with the core program.
Instructional Materials
How are differentiated instruction and interventions delivered in your schools?
Discuss
36
Reflections
Data-Driven Decision-Making
Overview of Reading First Instructional Leadership
Establishing
Reading First Instructional
Goals
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Understanding Scientifically Based Reading Research (SBRR) within
Reading First
Data-Driven Decision-Making
37
Reflections
Break
38
Action Plan for Building Instructional Leadership
Overview of Reading First Instructional Leadership
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research (SBRR)
within
Reading First
Data-Driven Decision-Making
39
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)
What are the key ideas in this quote? Discuss
40
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
How can you help teachers understand the differences between
instructional visits versus performance evaluations? Discuss
Handout 16
41
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
42
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
43
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)
How have you scheduled instruction and intervention to meet Reading First requirements?
Discuss
44
Promoting Instructional Effectiveness:Leadership
Support collaboration
among teachers, the Reading First
coach, and other
instructional leaders.
Establish an effective communication system
Provide support for the Reading First coach
Encourage teacher mentoring and peer-coaching
45
Promoting Instructional Effectiveness:Professional Development
Assist with, monitor, and attend ongoing professional development efforts
Model life-long learning and continuous professional development.
46
Activity
Planning and Implementing Effective Professional Development
Generate ways to use Handouts 19 and 20 to plan and implement professional development in your schools
List ideas
Handouts 19 and 20
47
Reflections
1
Overview of Reading First Instructional Leadership
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research (SBRR) within
Reading First
Data-Driven Decision-Making
48
Panel Discussion
Panel Discussion
Amherst County Madison Heights Elementary, Principal - Darlene Mack
Reading First Coach - Hilda StevensCentral Elementary, Principal - Stephanie Prokity
Reading First Coach - Kathy MaysSouthampton County
Nottoway Elementary School, Principal - Debra HicksReading First Coach - Kelli Gillette
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Three Tiered Reading Model
A prevention model designed to meet the instructional needs of all young readers by:
– Identifying at-risk and struggling readers before they fall behind
– Providing struggling readers with support throughout the first four years of schooling
A framework for delivering assessment-driven, differentiated reading instruction for all students
This 3-tier model is not a new reading program.
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Overview of the Three Tiers
Tier I: Core classroom reading instruction, assessment of students’ progress three times per year, and ongoing professional development
Tier II: Intervention and frequent progress monitoring that at-risk and struggling readers receive
Tier III: Intensive intervention and frequent progress monitoring
51
Percentage of Students Typically Served in Each Tier
Tier I (All Students)
Tier II (20%–30%)
Tier III (5%–10%)
52
The Role of Assessment
Benchmark assessments aid in early identification of students at-risk for reading difficulties. Testing of all K–3 students is conducted in early fall, early winter, and late spring.
Frequent progress monitoring of students receiving Tier II and Tier III instruction is critical. Interventionists use progress-monitoring data to:
– Track student learning
– Plan instruction
– Provide feedback to students
53
Assessment Cycle
Give screening test in a given area(and in more basic areas if need be)
If screening identifies a problem area, give a diagnostic test to determine skill needs
Give progress monitoring tests periodically to determine impact of targeted instruction
54
Tier I: Core Classroom Reading Instruction
Minimum of 90 Minutes Reading Instruction Daily
All Students
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Key Elements of Tier I
Core classroom reading instruction that focuses on the grade-specific essential reading components
Systematic assessment of ALL K–3 students three times per year
Ongoing professional development to provide teachers with the necessary tools to ensure every student receives high-quality reading instruction
56
Using Assessment to Improve Tier I Instruction
Grouping students Planning targeted instruction Monitoring students’ understanding
and mastery of critical concepts and skills
Scaffolding instruction
Effective use of assessment data in Tier I includes
making informed instructional decisions related to:
57
Summary of Tier I
Focus All K–3 students
ProgramSBRR-based core program emphasizing the 5 essential components of reading
GroupingA variety of grouping formats that change based on students needs, progress, and the targeted instructional objective
Time Minimum of 90 minutes per day
AssessmentAssessment of all students at the beginning, middle, and end of the year for early identification and to inform instruction
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20–30%
Tier II: Intervention
30 Minutes Daily of Additional Reading Instruction
Assess progress at three week intervals
59
Key Elements of Tier II Intervention
Provided to at-risk and struggling learners (e.g., identified by assessments given three times per year)
Includes additional, focused instruction in the essential reading components that have the highest impact on learning to read
Involves frequent progress monitoring (e.g., every three weeks)
Uses diagnostic assessment data to inform instruction (e.g., grouping, planning/delivering effective lessons, scaffolding instruction)
60
How does Tier II instruction differ from instruction provided in Tier I?
Students in Tier II receive:
• MORE instructional time (e.g., an additional 30 minutes) than regular Tier I classroom reading instruction
• Instruction in small same-ability groups
• Frequent progress monitoring (e. g., every three weeks) to track student progress and inform instruction
61
Summary of Tier II
FocusStudents with marked reading difficulties who have not responded to Tier I instruction
ProgramSpecialized, SBRR-based program(s) emphasizing the five essential components
Grouping Homogeneous small-group instruction
Time30 minutes per day in small group in addition to the 90 minutes of core reading instruction
AssessmentFrequent progress monitoring on targeted skill(s) to ensure adequate progress and learning
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5–10%
Tier III: Intensive Intervention
60 Minutes Daily of Additional Reading Instruction
Assess progress at three week intervals
63
Key Elements of Tier III Intensive Intervention
Students qualify for Tier III once it has been established that instruction provided in Tier I and Tier II will not meet their needs
Implementation of Tier III is similar to Tier II, but Tier III provides intervention that is more intensive by:
– Reducing the group size
– Providing more time for daily small-group instruction
– Making additional adaptations to the design and delivery of instruction (e.g., break tasks into smaller steps)
64
The Relationship Between Tier III and Special Education
Some students, but probably not all, who qualify for Tier III may be receiving 504 or special education services
Each school must determine the relationship between instruction provided in Tier III and instruction delivered through 504 and special education services
65
Summary of Tier III
FocusStudents with marked reading difficulties or reading disabilities who have not responded adequately to Tier I and Tier II
ProgramSustained, intensive, SBRR-based program(s) emphasizing the five essential components
Grouping Homogeneous small-group instruction
TimeTwo 30-minute sessions/day in small group in addition to 90 minutes of core instruction
AssessmentFrequent progress monitoring on targeted skill(s) to ensure adequate progress and learning
66
Consistency in Program Implementation
1. Every teacher is committed to implementation of their research-based core program.
2. A minimum of 90 minutes of uninterrupted time each day is devoted to the core reading program.• No interruptions from the principal’s office• No announcements• Parents are informed that appointments for the
doctor, etc., should be made at times during the day other than reading
• Special assemblies and events are scheduled around the reading block
67
Consistency in Intervention
1. Students at risk are readily identified and provided daily intervention.
2. Implement a consistent program with a clear and visible scope and sequence that addresses those elements critical to improvement in reading for that grade level.
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Consistency in Intervention continued
3. Personnel providing the intervention (e.g., trained tutors, paraprofessionals, teachers) are highly trained and informed on the program.
4. Students’ progress is monitored. When students meet benchmarks they exit from the intervention. When they fall behind again, they are provided intervention again.
69
Consistency in Progress Monitoring
Progress monitoring is used frequently to:
1. Determine who is meeting benchmarks and who needs intervention
2. Document progress of all students
3. Identify need for instructional adjustments
4. Regroup students as needed
70
Action Plan for Building Instructional Leadership
Overview of Reading First Instructional Leadership
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research (SBRR) within
Reading First
Data-Driven Decision-Making
71
What It Takes
Provide a clear vision of your Reading First plan
Clarify that Reading First differs from past initiatives
Establish clear curricular priorities for improving students’ reading achievement
“If the primary purpose of schooling is learning, then determining what students need to know, how and when it should be taught, and whether or not these instructional goals have been reached are paramount for effective instructional leaders.”
(McEwan, 2003, p. 19)
72
Activity
Establishing Priorities
Read each statement related to SBRI listed in the middle column of the handout
Rate its importance and the extent of SBRI implementation in your school
Handout 10
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Reading First Instructional Goals
Focus on required Reading First activities
Base instructional goals on tasks specified in your grant
Involve your teachers and staff as you develop Reading First instructional goals
Why is determining priorities an important first step when establishing instructional goals?
Discuss
Handout 11
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Collaborate in developing an implementation plan to achieve goals
Use assessment data to:– Make informed decisions
– Monitor classroom implementation
– Evaluate schoolwide progress throughout the school year
Clearly communicate Reading First instructional goals within and outside the school
Reading First Instructional Goals (cont.)
75
Developing Instructional Goals
What?
Action?
Who?
Timeline?
Evaluation?
What is the specific Reading First task?
What action is required?
Who is responsible?
When will it begin? When will it be monitored?When will it be accomplished?
How will progress be monitored?
Identify:
76
Back at School…
Reading First Instructional Goals
Work with the other members of your Reading First leadership team
Review the Required Reading First Activities handout
Select a required RF activity
Locate a specific task for that activity in your Reading First grant application
Answer the identifying questions
Handouts 12 and 13
7777
Action Plan for Building Instructional Leadership
Overview of Reading First Instructional Leadership
Monitoring
and Evaluating
Reading First
Progress
Promoting
Instructional
Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research (SBRR)
within
Reading First
Data-Driven Decision-Making
7878
Evidence-Based
“Research–when it is based on sound scientific
observations and analyses–provides reliable
information about what works and why and how it
works . . . . Responsible decisions about education
must rest on evidence regardless of who is making
the decisions: parents, educators, administrators,
or policy makers.”
(Reyna, 2004, p. 47, 48)
7979
Monitoring and Evaluating Reading First Progress
Involves making informed decisions based on data throughout the school year
“Data-driven decision-making can be defined as the process of selecting, gathering, and analyzing data to address school improvement or student achievement problems and challenges and acting on those findings.” (Steifer, 2002, p.8)
What have been the assessment-related successes
and challenges in your schools? Discuss
Handout 22
8080
Data-Driven InstructionalDecision-Making
Use assessment data to determine your school’s current status: What’s working
What’s not working
How different sub-groups performed (economically disadvantaged, racial and ethnic groups, students with disabilities or with limited English proficiency)
What actions are needed to improve classroom reading instruction and student outcomes
8181
Data-Driven InstructionalDecision-Making (cont.)
Identify strengths: Students on target for achieving standards/ benchmarks
Teachers who have consistently large numbers of students meeting or exceeding standards/benchmarks
Teachers who are implementing reading programs with fidelity and who can serve as mentors
Supplemental and intervention programs that are meeting students’ needs
Knowledge and skills from professional development
8282
Data-Driven InstructionalDecision-Making (cont.)
Identify areas for improvement: Students at risk for or who have reading difficulties
Grade levels and/or Teachers with a significant number of students NOT meeting benchmarks
Achievement gaps
Specific reading components
Supplemental and intervention programs that need to be evaluated
Teachers who need support
Professional development needs
Handout 22
8383
Data-Driven InstructionalDecision-Making (cont.)
Regularly measure progress toward Reading First instructional goals
How are students performing?
What can be changed or improved to increase the number of students meeting or exceeding benchmarks?
8484
Evaluating Reading First Progress
1. Establish a comprehensive data management system
2. Develop checkpoints throughout the school year Monitor progress toward improved student
outcomes in reading
Handout 23
How do the data management systems in your schools work?
Discuss
8585
Evaluating (cont.)
3. Disaggregate the data and evaluate reading improvement
4. Look for trends in student achievement to help
determine school-wide progress toward Reading First
instructional goals
8686
Current Year (Year 1 or 4)
Evaluating (cont.)
Handouts 24 and 25
Year 2 or 5
Are we on course?
Reading First Instructional GoalsThis Year’s Progress
87
Growth Over Years
87
0
20
40
60
80
100
120
School 1 School 2 School 3 School 4 School 5 School 6 School 7 School 8 School 9 School 10
School 11
Series 1
Series 2
Series 3
Series 4
Series 5
88
Growth Over Years
88
89
Closing the Achievement Gap
89
Percent at Benchmark Percent at Strategic Percent at Intensive
Percentage of students at benchmark:
Percentage of students at strategic:
Percentage of students at intensive:
Grade Fall Mid-Year SpringK ______ ______ ______1 ______ ______ ______2 ______ ______ ______3 ______ ______ ______
Grade Fall Mid-Year SpringK ______ ______ ______1 ______ ______ ______2 ______ ______ ______3 ______ ______ ______
Grade Fall Mid-Year SpringK ______ ______ ______1 ______ ______ ______2 ______ ______ ______3 ______ ______ ______
Remained at Benchmark
Percent Strategic to Benchmark
Percent Intensive to Strategic
Percent Intensive to Benchmark
Percentage of students remaining at benchmark:
Percentage of students strategic to benchmark:
Percentage of students intensive to strategic:
Percentage of students intensive to benchmark:
Grade Mid-Year SpringK ______ ______ 1 ______ ______ 2 ______ ______ 3 ______ ______
Grade Mid-Year SpringK ______ ______ 1 ______ ______ 2 ______ ______ 3 ______ ______
Grade Mid-Year SpringK ______ ______ 1 ______ ______ 2 ______ ______ 3 ______ ______
Grade Mid-Year SpringK ______ ______ 1 ______ ______ 2 ______ ______ 3 ______ ______
90
Closing the Achievement Gap
90
Closing the Achievement GapPercent at Benchmark Percent at Strategic Percent at Intensive
Grade Fall Mid-year Spring Grade Fall Mid-Year Spring Grade Fall Mid-Year Spring
Total # 25 23 23 Total # 25 23 23 Total # 25 23 23
K 14 19 17 K 4 2 5 K 7 2 1
Percent 56.0% 82.6% 73.9% Percent 16.0% 8.7% 21.7% Percent 28.0% 8.7% 4.3%
Total # 30 29 30 Total # 30 29 30 Total # 30 29 30
1 12 16 24 1 8 8 2 1 10 5 4
Percent 40.0% 55.2% 80.0% Percent 26.7% 27.6% 6.7% Percent 33.3% 17.2% 13.3%
Total # 25 22 24 Total # 25 22 24 Total # 25 22 24
2 12 14 18 2 7 6 5 2 6 2 1
Percent 48.0% 63.6% 75.0% Percent 28.0% 27.3% 20.8% Percent 24.0% 9.1% 4.2%
Total # 26 25 24 Total # 26 25 24 Total # 26 25 24
3 12 17 18 3 9 2 1 3 5 6 5
Percent 46.2% 68.0% 75.0%Percent 34.6% 8.0% 4.2%Percent 19.2% 24.0% 20.8%
91
Growth During the Year
91
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Kindergarten First Second Third
School A Benchmark
Fall
Mid-year
Spring
92
Growth During the Year
92
0%
5%
10%
15%
20%
25%
30%
35%
40%
Kindergarten First Second Third
Strategic Students
Fall
Mid-year
Spring
93
Growth Over the YearsCurrent Third Grade
School: RF Elementary
Reporting Category First Grade 2006 # Students tested:
Second Grade 2007 # Students tested:
%AGL %NAI %NSI %AGL %NAI %NSI
Phonemic Awareness 96 4 0 98 2 0
Phonics 54 8 38 45 17 38
Vocabulary 54 25 21 80 12 8
Reading Fluency 42 29 29 60 23 17
Reading Comprehension
46 25 29 53 25 22
SpeakingVocabulary
75 21 4 61 23 16
9494
5. Collaboratively make adjustments to get instruction on track
Evaluating (cont.)
Assess
Analyze Data
Identify Strengths and Areas forImprovement
Problem-Solve
Take Actionand Implement
Solutions
Monitor and Adjust
9595
Activity
Data-Driven Instructional Decision-Making
Problem:At the end of February, a large number of first-grade students in a number of classrooms are NOT making adequate fluency progress toward the end-of-year benchmark.
Based on the problem identified by the data, determine: Possible contributing factors Potential actions to take to correct the problem
Handout 26
9696
Importance of Sustainability
Reading First, by design, ensures an ongoing support system that helps teachers:
Learn about instructional practices based on SBRR
Implement programs based on this research
Use assessments to inform instruction
9797
Reflections
Overview of Reading First Instructional Leadership
Monitoring and Evaluating Reading First
Progress
Promoting Instructional Effectiveness
Establishing
Reading First Instructional
Goals
Understanding Scientifically Based Reading Research (SBRR) within
Reading First
Data-Driven Decision-Making
9898
In Summary
Reading First: Requires reading instruction grounded in SBRR
Emphasizes active and informed use of assessment data for instructional decision-making at ALL levels
Relies on Reading First instructional leaders who clearly communicate Reading First goals, focus on a plan of action, and guide schools in maintaining a shared vision of reading achievement for all students
99
Thank You!
Developed by the
Central Regional Reading First Technical Assistance CenterVaughn Gross Center for Reading and Language Arts
The University of Texas at Austin
College of Education