Nevada Reading First

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Nevada Reading First

• May 23, 2007
• Las Vegas, Nevada

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(No Transcript)
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Grade Level Meetings

• Think of the worst grade level meeting or PLC
  youve attended
• What happened (or didnt happen)?

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GREAT Grade Level Meetings

• Think of the best grade level meeting or PLC
  youve attended
• List the characteristics of that meeting

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Isolation or Collaboration

• Picture teachers in each grade level (K-3)
• Is there an overwhelming feeling that teachers
  are working in isolation or is there a culture of
  collaboration?
• What are the causes of the current situation?

Grade I or C K 1
2 3
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Chapter 9 Leadership in the Professional
Learning Community

• Reread or skim pages 126 (A Focus on Learning)
  through 137
• Highlight or underline 4-5 phrases that capture
  your attention
• Be prepared to share with your table

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Final Word

• Read article and underline 4-5 phrases that
  capture your attention (can be done prior to
  meeting)
• For the next 5 minutes
• 1. First person points out one of their phrases
  without commenting on it
• 2. Each member of the group takes a turn
  commenting on the phrase (1 minute each)
• 3. First person has final word to respond and
  comment (2 minutes)
• Repeat the process for each team member
• Debrief openly

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PLC (Grade Level Meetings) Big Ideas

• Focus on learning
• Evidence of student learning
• Assessment results
• Simply keep it simple
• Eliminate distractions
• The other stuff is killing us
• Pay serious attention to pacing guides
• Not lockstep conformity
• Monitor through classroom observations

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PLC (Grade Level Meetings) Big Ideas (Cont.)

• Meet with teacher teams to discuss evidence of
  what is actually taught
• Curriculum pacing review
• Assessment review
• Expect informed dialogue
• Allow for reasonable disagreements
• Work toward informed agreements
• Commit to next actions
• Follow up with regular classroom observations

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Nonnegotiable

• Every grade will meet no later that one week
  after each progress monitoring assessment
• DIBELS (benchmark monitoring)
• End-of-Theme/Unit tests
• Every meeting will review pacing schedules and
  assessment data
• Every meeting ends with next actions
• Classroom teachers
• Reading Coach/Coordinator/Literacy Specialist
• Administrator
• Meetings documented on pacing schedules

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Assessment Changes

• No PALS Assessment
• DIBELS Benchmark three times per year
• Strategic Monthly
• Intensive Biweekly
• All DIBELS middle of year testing completed by
  March 2 for year-round schools
• End-of-Theme/Unit Tests required for all grades

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2006-07 Schools with Greatest Challenge(Fewest
Percent of DIBELS Benchmark Kindergarten Students
at the Beginning of Year)
Moderately Challenging
Most Challenging
Least Challenging
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Kindergarten Changes
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2006-07 DIBELS Benchmark Kindergarten Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (54)
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2006-07 Increase DIBELS Benchmark Kindergarten
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (35)
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2006-07 DIBELS Intensive Kindergarten Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (27)
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2006-07 Decrease DIBELS Intensive Kindergarten
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 Statewide Decrease (-17)
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First Grade Changes
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2006-07 DIBELS Benchmark First Grade Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (53)
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2006-07 Increase DIBELS Benchmark First Grade
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (1)
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2006-07 DIBELS Intensive First Grade Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (19)
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2006-07 Decrease DIBELS Intensive First Grade
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-4)
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Second Grade Changes
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2006-07 DIBELS Benchmark Second Grade Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (48)
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2006-07 Increase DIBELS Benchmark Second Grade
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (7)
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2006-07 DIBELS Intensive Second Grade Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (32)
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2006-07 Decrease DIBELS Intensive Second Grade
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-1)
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Third Grade Changes
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2006-07 DIBELS Benchmark Third Grade Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (44)
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2006-07 Increase DIBELS Benchmark Third Grade
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (4)
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2006-07 DIBELS Intensive Third Grade Beginning
of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (24)
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2006-07 Decrease DIBELS Intensive Third Grade
Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-8)
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All Students (K-3) Changes
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2006-07 Increase DIBELS Benchmark All Students
(K-3) Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 Western U.S. Average (69) 12 States, 296
RF Schools
05-06 EOY State Average (50)
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2006-07 Increase DIBELS Benchmark All Students
(K-3) Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Increase (12)
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2006-07 Decrease DIBELS Intensive All Students
(K-3) Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY State Average (26)
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2006-07 Decrease DIBELS Intensive All Students
(K-3) Beginning of Year to Middle 2
Moderately Challenging
Most Challenging
Least Challenging
05-06 EOY Statewide Decrease (-7)
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National Data
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Effectiveness Indices
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Number of Students with BOY AND MOY1 Data
RED at BOY
YELLOW at BOY
GREEN at BOY
K
982
960
470
1
519
611
1328
2
599
690
1215
3
698
655
1065
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Measuring Instructional Effectiveness
Benchmark
Strategic
Intensive
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Instructional EffectivenessBOY to MOY1 (All NRF
Schools)
MOY1 Status of Students Who were RED at BOY
MOY1 Status of Students Who were YELLOW at BOY
MOY1 Status of Students Who were GREEN at BOY
K
?982
?960
?470
515
363
104
153
397
410
65
400
?5
1
317
181
?519
?611
?1328
1014
298
155
358
98
21?
?16
2
?599
526
59
1172
305
266
119
?690
?1215
14?
?40
3?
3
574
121
77
?698
?655
?1065
931
132
148
430
3?
?2
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Measuring Instructional Effectiveness
Benchmark
Strategic
Intensive
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Effectiveness of Core Instruction (ECI)

• The percentage of students who began the year
  reading "at benchmark" who are still meeting
  grade level "benchmark" expectations
• Green to green 

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Grade Level ECI
MOY1 Status of Students Who were GREEN at BOY

• K 85 (400/470)
• 1 76 (1014/1328)
• 2 96 (1172/1215)
• 3 87 (931/1065)

?470
K
65
400
?5
1
1014
298
?1328
?16
2
1172
?1215
?40
3?
3
931
132
?1065
?2
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K-3 Effectiveness of Core Instruction 2006-07
BOY to MOY1 BOY to MOY2 BOY to
EOY
Moderately Challenging
Most Challenging
Least Challenging
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Effectiveness of Intervention (EI)

• The percentage of students who began the year at
  some level of risk for reading difficulties
  ("strategic" or "intensive") but who have grown
  rapidly enough to progress out of that risk level
• Yellow to green
• Red to yellow
• Red to green 

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Grade Level EI
MOY1 Status of Students Who were RED at BOY
MOY1 Status of Students Who were YELLOW at BOY

• 45
• 32
• 29
• 20

K
?982
?960
515
363
104
153
397
410
1
317
181
?519
?611
155
358
98
21?
2
?599
526
59
305
266
119
?690
14?
3
574
121
77
?698
?655
148
430
3?
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K-3 Effectiveness of Intervention (Beginning of
Year through Middle of Year 1 2006-07)
Moderately Challenging
Most Challenging
Least Challenging
50
Fluency