Providing Leadership in Reading First Schools: Essential Elements Dr. Joseph K. Torgesen Florida...
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Transcript of Providing Leadership in Reading First Schools: Essential Elements Dr. Joseph K. Torgesen Florida...
Providing Leadership in Providing Leadership in Reading First Schools: Reading First Schools:
Essential ElementsEssential Elements
Dr. Joseph K. TorgesenDr. Joseph K. TorgesenFlorida Center for Reading ResearchFlorida Center for Reading Research
Miami Reading First Principals, September, 2006Miami Reading First Principals, September, 2006
3. New discoveries from scientific research 3. New discoveries from scientific research about reading can provide the basis for about reading can provide the basis for improved outcomes for all children improved outcomes for all children
Why do we have Reading FirstWhy do we have Reading First
2. Prevention of reading problems is far 2. Prevention of reading problems is far more effective and humane than trying to more effective and humane than trying to remediate after children failremediate after children fail
1. Far too many poor and minority children are 1. Far too many poor and minority children are being “left behind” when it comes to growth being “left behind” when it comes to growth of proficient reading skillsof proficient reading skills
1. Increase the quality, consistency, and 1. Increase the quality, consistency, and reachreach of instruction in every K-3 classroomof instruction in every K-3 classroom
2. Conduct timely and valid assessments of 2. Conduct timely and valid assessments of reading growth to identify struggling reading growth to identify struggling readers. Use this data to improve school readers. Use this data to improve school level and instructional planninglevel and instructional planning
3. Provide more intensive interventions to help 3. Provide more intensive interventions to help struggling readers “catch up” to grade level struggling readers “catch up” to grade level standards in each grade K-3.standards in each grade K-3.
Three essential areas in which we must Three essential areas in which we must become stronger every year to meet our become stronger every year to meet our goalsgoals
The most important Reading First The most important Reading First goals:goals:1. I1. Increasencrease the percentage of students reading the percentage of students reading
“at grade level” each year at each grade “at grade level” each year at each grade level from kindergarten through third gradelevel from kindergarten through third grade
2. 2. DecreaseDecrease the percentage of students with the percentage of students with serious reading difficulties each year at each serious reading difficulties each year at each grade levelgrade level
These goals are to be met while considering These goals are to be met while considering all children taking the year end test, not just all children taking the year end test, not just those who have received the full treatmentthose who have received the full treatment
The most important Reading First The most important Reading First goals:goals:Overall student performance should increase Overall student performance should increase
each year do to two factors:each year do to two factors:
In each successive year, many of the In each successive year, many of the students will have had the advantage of students will have had the advantage of previous RF instructionprevious RF instruction
Each year, instruction at each grade level, Each year, instruction at each grade level, and school-level systems as a whole, and school-level systems as a whole, should be strongershould be stronger
How are Reading How are Reading First Schools in First Schools in Florida doing in Florida doing in meeting these meeting these
goals?goals?
First Grade –% at grade level on Sat 10
58 5860
5256
60
54
62 61
10
20
30
40
50
60
70
Cohort 1 Cohort 2 Cohort 3
2003-04 2004-05 2005-06
Mia
mi-
Dad
e
Pre
viou
s R
F A
war
d
New
Dis
tric
ts
First Grade –% with serious difficulties in reading comprehension
23
1816
22
19
16
14
17
20
5
10
15
20
25
30
Cohort 1 Cohort 2 Cohort 3
2003-04 2004-05 2005-06
Mia
mi-
Dad
e
Pre
viou
s R
F A
war
d
New
Dis
tric
ts
Second Grade–% at grade level on Sat 10
5559
61
5255
5756
6056
10
20
30
40
50
60
70
Cohort 1 Cohort 2 Cohort 3
2003-04 2004-05 2005-06
Mia
mi-
Dad
eP
revi
ous
RF
Aw
ard
New
Dis
tric
ts
Second Grade level–% with serious difficulties in reading comprehension
23
19
16
23
20 2022
1820
5
10
15
20
25
30
Cohort 1 Cohort 2 Cohort 3
2003-04 2004-05 2005-06
Mia
mi-
Dad
e
Pre
viou
s R
F A
war
d
New
Dis
tric
ts
Third Grade–% at level 3 or above on FCAT
57 59
67
55
6264
6166 64
10
20
30
40
50
60
70
Cohort 1 Cohort 2 Cohort 3
2003-04 2004-05 2005-06
Mia
mi-
Dad
eP
revi
ous
RF
Aw
ard
New
Dis
tric
ts
Third grade–% with serious difficulties in reading comprehension (level 1 on FCAT)
2725
19
29
22 22
25
1920
5
10
15
20
25
30
Cohort 1 Cohort 2 Cohort 3
2003-04 2004-05 2005-06
Mia
mi-
Dad
e
Pre
viou
s R
F A
war
d
New
Dis
tric
ts
Student Demographics for all students grades K-3
72
79 78
62
83 83
14
3024
0
10
20
30
40
50
60
70
80
90
FR Lunch Minority ELL
Cohort 1Cohort 2Cohort 3
Cohort 1 = 30,000 per gradeCohort 2 = 6,500 per gradeCohort 3 = 19,000 per grade
Student Demographics for all students Grade K-3
85
70 75
96
7264
31
21
3
0102030405060708090
100
FR Lunch Minority ELL
MiamiPrev. Dist.New Dist.
Miami-Dade = 9,500 per gradePrev. Dist. = 7,100 per gradeNew Dist. = 2,200 per grade
Miami has the most difficult demographics of any of the groups
It is clear that there It is clear that there has been significant has been significant variability in success variability in success among Reading First among Reading First Schools in Meeting Schools in Meeting the Essential Goalsthe Essential Goals
0
-10
-20
10
20
30
YY
GL
– In
crea
se in
% o
f st
uden
ts a
t gr
ade
leve
l
YYGL – Amount of reduction in % of students at grade level
0 10 20 30-10-20-30
R with %FR lunch = -.01
R with %FR lunch = .04
0
-10
-20
10
20
30
YY
GL
– In
crea
se in
% o
f st
uden
ts a
t gr
ade
leve
l
YYGL – Amount of reduction in % of students at grade level
0 10 20 30-10-20-30
N=6
N=38N=35
Relationship of “school challenge” to student performance
100
90
80
70
60
50
40
30
20
10
0
Level of School Challenge based on % of students qualifying for FR lunch
% o
f 1-3
Stu
dent
s Pe
rfor
min
g A
t Gra
de L
evel
at t
he E
nd o
f Yea
r1 2 3 4 5 6
Increasing ChallengeIncreasing Challenge
72
6158
53 51
66
Decreasing Performance
Decreasing Performance
0 1 2 3 4 5 6
Average % at GL
587 RF schools in Florida
The Adult Learning and Performance Gap 100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6
59
4945
4138
53
1 2 3 4 5 6
8480
7571
66 65
Low 15% schools
Top 15% Schools
Approx. 25%
1 6
Level of School Challenge based on % of students qualifying for FR lunch
% o
f 1-3
Stu
dent
s Pe
rfor
min
g A
t Gra
de L
evel
at t
he E
nd o
f Yea
r
Bridging the Adult Performance Gap
Practices from Practices from Comparable SchoolsComparable SchoolsMaking SignificantMaking Significant
Gains Gains
SBRR
The essential elements for success
Practices from Practices from Comparable SchoolsComparable SchoolsMaking SignificantMaking Significant
Gains Gains
Suggests to leaders that a SET of components as a SYSTEM are effective in improving achievement.
SBRRSBRR
Allows educators to know about the effectiveness of individual components such as a specific instructional program or a particular progress monitoring assessment procedure.
1. Efforts to help increase the quality, 1. Efforts to help increase the quality, consistency, and consistency, and reachreach of instruction in of instruction in every K-3 classroomevery K-3 classroom
Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools
a. Insuring teachers have excellent a. Insuring teachers have excellent professional development, including strong professional development, including strong training in use of the core program to guide training in use of the core program to guide instructioninstructionb. Monitoring and supporting classroom b. Monitoring and supporting classroom instruction through principal walkthroughsinstruction through principal walkthroughs
Are teachers providing explicit, systematic, and Are teachers providing explicit, systematic, and motivating whole group instruction?motivating whole group instruction?
Is small group instruction differentiated Is small group instruction differentiated appropriately by student need?appropriately by student need?
Are other students engaged in independent Are other students engaged in independent learning activities that are appropriate and learning activities that are appropriate and engagingengaging
Organization of a classroom during small Organization of a classroom during small group instructiongroup instruction
Classroom teacher and group of 4
Independent Learning Activity (4)
Independent Learning Activity (4)
Resource teacher and group of 3
FCRR has developed 240 ISA’s for K-2 and 170 for 2-3 – are they being used effectively?
Independent Learning Activity (3)
Are these students working productively on appropriate practice activities?
Value of the principal’s walkthrough
Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools2. Be sure school-level assessment plan is 2. Be sure school-level assessment plan is
working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom levelSchool level planning involves identifying School level planning involves identifying
needs for materials, personnel, time – needs for materials, personnel, time – takes place in spring or early summer-has takes place in spring or early summer-has budget implicationsbudget implications
Budgeting for Success
Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst Schools2. Be sure school-level assessment plan is 2. Be sure school-level assessment plan is
working, and provide leadership in use of working, and provide leadership in use of data to plan instruction at the school and data to plan instruction at the school and classroom levelclassroom levelSchool level planning involves identifying School level planning involves identifying
needs for materials, personnel, time – needs for materials, personnel, time – takes place in spring or early summer-has takes place in spring or early summer-has budget implicationsbudget implications
Provide leadership for the use of data to Provide leadership for the use of data to make adjustments and increase power of make adjustments and increase power of instruction for those who need it –attend instruction for those who need it –attend important data meetingsimportant data meetings
Successful schools use data effectively
Making decisions and following up
Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst SchoolsProvide powerful interventions to students who Provide powerful interventions to students who
need them for as long as they need themneed them for as long as they need them
A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions
B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction
C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instructionWill need something for fluency Will need something for fluency
growthgrowth
Students at Benchmark in ORF at Grades 1-3, Assessments 1 through 4
Assess 1 Assess 2 Assess 3 Assess 4
1st Grade
2nd Grade
3rd Grade
72% 64% 64% 54%
56% 54% 53% 46%
45% 44% 48% 38%
37th
34th
30th
Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst SchoolsProvide powerful interventions to students who Provide powerful interventions to students who
need them for as long as they need themneed them for as long as they need them
A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions
B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction
C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instructionWill need something for fluency Will need something for fluency
growthgrowthMany student will need extra support for the Many student will need extra support for the development of early reading accuracy-development of early reading accuracy-phonicsphonics
62nd percentile
50th percentile
42nd percentile
6863 54 66
Schools were selected based on Schools were selected based on their index of Effectiveness of their index of Effectiveness of
Core Instruction (ECI) Core Instruction (ECI)
Looking at growth in phonemic Looking at growth in phonemic decoding in 20 RF schools that decoding in 20 RF schools that
had different success on the first had different success on the first grade ECIgrade ECI
10 high performing schools10 high performing schools10 low performing schools10 low performing schools
District 1 School High ECI
65% 76%
High performing school
District 2 School High ECI
50% 68%
High performing school
District 3 School High ECI
49% 58%
High performing school
District 1 School Low ECI
82% 42%
Low performing school
District 2 School Low ECI
69% 37%
Low performing school
District 3 School Low ECI
63% 35%
Low performing school
65 65 68
56
67
40
79
52
0
10
20
30
40
50
60
70
80
1 2 3 4
High ECILow ECI
Percentage of students meeting benchmarks in 1st Grade NWF for High ECI and Low ECI Reading First Schools
Points of Maximum Impact and Points of Maximum Impact and Leadership Focus in Successful Reading Leadership Focus in Successful Reading First SchoolsFirst SchoolsProvide powerful interventions to students who Provide powerful interventions to students who
need them for as long as they need themneed them for as long as they need them
A. Developing a school schedule that allows A. Developing a school schedule that allows sufficient time for interventionssufficient time for interventions
B. Identifying or providing sufficient personnel to B. Identifying or providing sufficient personnel to deliver the intervention instructiondeliver the intervention instruction
C. Providing appropriate programs and materials C. Providing appropriate programs and materials to support the intervention instructionto support the intervention instruction
D. Oversight, energy, follow-up – use data D. Oversight, energy, follow-up – use data meetings to ask about students, make meetings to ask about students, make decisions to increase support, etc.decisions to increase support, etc.
Materials and Instruction
Time and Grouping
Assessment Data Utilization
Professional Development
School Organization and
Support
School and District
Leadership
Coaching
Before the School Year Begins: Action Planning
Adjustments made to Action Plan During the Year For Groups and Individuals Via: Instructional Planning
Materials and Instruction
Time and Grouping
Assessment Data Utilization
Professional Development
School Organization and
Support
School and District
Leadership
Coaching
Instructional planning often reveals problems that have implications for budget, scheduling, personnel, etc.
Solving these problems requires involvement of the leadership team and adjustments in the
Action Plan.
Putting It All Together:Action Planning and Instructional Planning
August Sept. Oct.-Dec.
January Feb.-April
May June-July
ActionPlanning
Work onCreating/RefiningActionPlans
Refinementof Action
Plans
CreateAction
Plans forNext
SchoolYear
InstructionalPlanning
¦ ¦ ¦ ¦ ¦
Principals and Coaches Hold the Key to Closing the Adult
Learning and Performance Gap
The Key Change Agents for Action Planning are the Principal with Input from
the Coach
Data Informs Planning for Critical Variables:
• Materials and Instructional Practices
• Time/Coverage/Mastery and Grouping Practices
• Assessment Practices
• Data Utilization Practices
• Professional Development
• School Organization and Support
• School Leadership - Principal
• Reading First Coach
The Key Change Agent for Instructional Planning is the Coach with Support from
the Principal
Instructional Planning Utilizing:
• Grade Level Data
• Classroom Data
• Small Group Data
•Individual Data
Instructional Planning
Instructional Planning
Instructional Planning
Instructional Planning
Instructional Planning
Instructional Planning
A final concluding thought….A final concluding thought….There is no question but that it is going to be There is no question but that it is going to be difficult to make improvements each year in difficult to make improvements each year in increasing the proportion of students at increasing the proportion of students at grade level and reducing the proportion of grade level and reducing the proportion of students with serious reading difficultiesstudents with serious reading difficulties
It will require strong leadership, dedicated It will require strong leadership, dedicated teachers, effective action and instructional teachers, effective action and instructional plans at the school and classroom level…plans at the school and classroom level…
It’s a little like herding cats, but perhaps a It’s a little like herding cats, but perhaps a little more difficult…little more difficult…
Working effectively to leave no one Working effectively to leave no one behind…behind…
Thank Thank YouYou
Important resources for Reading First Important resources for Reading First PrincipalsPrincipals
1. Your reading coach1. Your reading coach2. Your District Reading First leadership team2. Your District Reading First leadership team3. The 3. The Reading First Professional Development Reading First Professional Development
CoordinatorCoordinator Assigned to your School Assigned to your School
Human ResourcesHuman Resources
Written MaterialsWritten Materials1. FCRR Reports on various supplemental and 1. FCRR Reports on various supplemental and
intervention programs available at www.fcrr.orgintervention programs available at www.fcrr.org
2. Independent student center activities available 2. Independent student center activities available from FCRR – each teacher should have a set – from FCRR – each teacher should have a set – can also be downloaded at www.fcrr.orgcan also be downloaded at www.fcrr.org
Important resources for Reading First Important resources for Reading First PrincipalsPrincipals
Written Materials (cont.)Written Materials (cont.)1. 1. Brief document for principal’s calledBrief document for principal’s called A Principal’s Guide A Principal’s Guide
to Intensive Reading Interventions for Struggling to Intensive Reading Interventions for Struggling Readers in Reading First Schools Readers in Reading First Schools at www.fcrr.orgat www.fcrr.org
2. Full document describing practices used in Reading First 2. Full document describing practices used in Reading First schools in Florida who have been relatively successful in schools in Florida who have been relatively successful in implementing effective interventions. An executive implementing effective interventions. An executive summary of the document is included with your summary of the document is included with your materials. Full document available at www.fcrr.orgmaterials. Full document available at www.fcrr.org
3. A new document that explains how classroom teachers 3. A new document that explains how classroom teachers should be providing differentiated in their classrooms to should be providing differentiated in their classrooms to meet the needs of more students-at www.fcrr.orgmeet the needs of more students-at www.fcrr.org