The Role of the Principal in High Quality Reading First Implementation

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The Role of the Principal in High Quality Reading
First Implementation
Ed Radigan eradigan_at_fcrr.org

• Eastern Regional Reading First Technical
  Assistance Center, Florida State University and
  The Florida Center for Reading Research
• www.fcrr.org

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Overview for Reading First Instructional
Leadership

• Understanding Scientifically Based Reading
  Research (SBRR) within
  Reading First

• Promoting Instructional Effectiveness in Reading
  First Schools

• Using Data to Promote
• A Dynamic Reading Program

• Monitoring
• and Evaluating
• Progress

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Leadership Matters
Toto, I dont believe we are in Kansas anymore.

• Initial findings cite evidence that excellent
  leadership can make a profound difference in
  schools where there is the greatest need.

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Some Days Are Like This
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Some Days Are Like This
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Leadership Matters

• Schools with STRONG INSTRUCTIONAL LEADERS
  show SIGNIFICANTLY GREATER STUDENT GAINS in
  reading. (Andrews Soder, 1987)
• Strong instructional leaders

• are regularly in the classroom
• work collaboratively with teachers
• are key to ensuring successful readers

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Leadership in the Classroom

• Use data to guide instructional decisions
• Make regular classroom visits
• Clarify the difference between instructional
  visits and evaluative activities
• Maintain a focus on teaching and learning
• Promote collaboration
• Engage in discussions related to instruction
• Model the importance of setting goals
• Communicate the importance of learning to read

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Understanding Scientifically Based Reading
Research (SBRR) within
Reading First
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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

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SBRR Resources
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Explicit and Systematic Instruction in the Five
Essential Components of Reading
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Changing Emphasis of Big Ideas
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Explicit and Systematic
Explicit

• Nothing is left to chance all skills are taught
  directly.
• This is particularly helpful to students with
  weak phonological skills.
• Provides examples to lead to generalization.
• Systematic
• Instructional is purposeful and sequential.
• Programmatic Scaffolding.
• The program of instruction is carefully sequenced
  so that students are explicitly taught the skills
  and knowledge they need for each new task they
  are asked to perform

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Accelerate Reading Growth
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Sample Curriculum Map Get To Know Your Core
Program In A Similar Way
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Promoting Instructional Effectiveness in Reading
First Schools
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Fully Implement a Comprehensive Research-Based
Reading Program
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Classroom Observations

• Principals greatly benefit as reading leaders
  when they understand research-based teaching
  strategies, recognize strengths in their
  teachers' practice, and note areas that need
  improvement. Observation and conferencing are
  primary responsibilities of instructional
  leaders.
• (Glickman,1985 Pajak,1989Scholastic, 2005)

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Classroom Observations

• The purpose of a classroom visit is to help
  teachers improve their instruction and identify
  the best teaching practices in your school.
  Observation visits reflect your interest in
  instruction and in your staff's professional
  growth.
• (Blase Blase, 1998 Scholastic, 2005)

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Classroom Observations

• Benefits
• Critical in monitoring program implementation
  and student progress
• Builds rapport, teamwork and professional
  credibility with staff
• Improves accountability
• Builds principal knowledge of instructional
  practices
• Informs implementation decisions

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Classroom Observations

• Challenges
• Time
• Knowledge of effective reading instruction
• Understanding what to look for
• Collection and analysis of appropriate
  observational data

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Materials

• Teacher and student materials are accessible and
  organized.
• Evidence exists of program materials being used
  as designed
• Teacher uses the Teachers Edition during
  Instruction

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Phonemic Awareness

• Activities are oral and include segmenting and
  blending of individual sounds in words.
• Teacher uses engaging activities and materials to
  support instruction (e.g., hand motions, moving
  blocks, Elkoninboxes, clapping, etc.)
• Teacher clearly pronounces individual sounds that
  are the focus of the lesson with enough volume
  for students to hear.
• Instruction appears to be fun and interactive as
  opposed to repetitive and dull.
• Students are given ample opportunities to respond
  and receive feedback on their answers.

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Phonics

• Visual aids (Alphabet cards and letter/sound
  cards) are used as designed by the program.
• Teacher provides explicit instruction of letter
  sounds and blending strategies.
• Students are applying letter/sound knowledge in
  reading and writing activities.
• Teacher is following an organized sequence of
  instruction guided by the core reading program.

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Fluency

• Students are reading oral reading, choral
  reading, partner reading, etc.
• Oral reading is taking place in small groups with
  the teacher providing immediate scaffolded
  feedback.
• Students are periodically assessed on oral
  fluency, as evidenced by repeated readings.
• Teacher modeling of fluency is evident during
  read-aloud and shared reading activities.

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Vocabulary

• Teacher contextualizes words from the stories
  they read students (explain what the word means
  in the text).
• Teacher develops an explanation of vocabulary
  words that is child-friendly.
• Vocabulary instruction is purposeful and on-going
  as evidenced by lists of vocabulary words around
  the room.
• Teacher reinforces students knowledge of
  vocabulary words via questioning activities.
• Students are actively involved with thinking
  about and using words in multiple contexts.

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Comprehension

• Teacher models and encourages students to use
  comprehension strategies throughout instruction
  and shared reading
• Summarizing
• Monitoring and clarifying
• Asking questions
• Predicting
• Making connections
• Visualizing
• Using graphic and semantic organizers
• Students are discussing answers to higher level
  questions about selections read.

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Instructional Focus Areas

• Classroom Environment
• Classroom Management
• Whole Group Instruction
• Small Group Instruction
• Centers
• Phonological/Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Classroom Environment

• Behavior system clearly visible
• Daily schedule posted
• Weekly objectives posted
• Procedure boards displayed
• Work Board/center Routines posted
• Designated routine for students needing help
• All materials clearly labeled
• Furniture arranged so that the teacher can see
  classroom and all students and teacher is visible
  to students
• Books are organized and leveled
• Walls that teach.
• Classroom library is adequate and has a variety
  of reading levels.

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Classroom Management

• Learner expectations / classroom rules posted
• Daily schedule posted for all students
• Appropriate space for whole group, small group
  and centers
• Well designated/clear walkways
• Established routines for partner/group activities
• Procedure /time frame for transitions
• Designated routine in place for students needing
  assistance
• Procedures for distributing and collecting
  student work.

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Whole Group Instruction

• Core program material provides basis for
  instruction
• Appropriate portion of literacy block designated
  to whole group instruction
• Review/connections to previously learned material
• Explicit instruction of skills
• Brisk effective pacing of instruction
• Active student engagement
• Variety of student movement/ settings
• Opportunities for students to engage in
  meaningful discussion.
• Opportunities for student to respond/apply
  demonstrate knowledge in a variety of ways
• Lesson conclusion on how, when, and why to apply
  newly acquired information

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Small Group Instruction

• Core / Supplemental materials provide basis for
  instruction
• Students are grouped by common needs based on
  data
• Flexible grouping is used (Groups are formed and
  reformed based on data)
• Instruction is differentiated for each group
• Materials for various groups prepared and readily
  accessible
• Active student engagement
• Students spend a significant time engaged with
  text

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Small Group Instruction
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Centers

• Centers focus on Literacy ( The Fab Five)
• Organizational pattern of centers is posted
• Students practice/extend knowledge of previously
  taught material
• Students have clear objectives
• Students can articulate objectives
• Centers are connected to core instruction
• Centers maximize the use of time
• Center tasks are meaningful
• Center tasks are engaging
• Materials are prepared, organized and accessible.

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Centers

• Centers include an assessment/accountability
  component
• Centers have multiple tasks and finish early
  activities
• Evidence of differentiation to meet the needs of
  a variety of learners
• Students work in various groupings
• Help system for students is evident
• Specific location for student work (In-basket,
  file folder)
• Student behavior follows classroom rules
• Student movement between centers/transitions is
  organized.

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• What generally occurs when a student (or group of
  students) does not learn or master a skill?

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Teachers Can Differentiate
Content (What)
Process(How)
Product(What students are able to do)
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What is Differentiation?

• Differentiation can be defined as a way of
  teaching in which teachers proactively modify
  curriculum, teaching methods, resources, learning
  activities, and student activities to address the
  needs of individual students and/or small groups
  of students to maximize the learning opportunity
  for each student in the classroom.

(Tomlinson, et al.)
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Do all teachers have access
to the tools, knowledge and guidance that they
need to succeed?
Ask Yourself
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Principals Motto
Leave No Teacher Behind
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Staff Development that Supports Differentiation
Staff Development must be

• Staff development should be built on a common
  vocabulary related to differentiation.
• Staff development should attend to teachers
  levels of readiness, information, comprehension
  skills, and commitment.

powerful on-going long-term
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Staff Development that Supports Differentiation
Staff Development must be

• Staff development should be planned to ensure
  transfer of knowledge, understanding, and skill
  into the classroom.
• Staff development should be consistent and
  aligned with district goals.
• Staff development that asks much of teachers must
  recognize teachers efforts.

powerful on-going long-term
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Principles Guiding Differentiation

• The teacher focuses on the essentials
• The teacher attends to student differences
• Assessment and Instruction are inseparable
• The teacher modifies content, process, and
  product
• All students participate in thinking skills
• Corrective Feedback is the key!

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How do I begin forming small groups?
1st Grade Comprehension Outcome Measure
Oral Reading Fluency
26-40
26-44 WCPM
1-25
and
lt26 WCPM
gt 41
gt 44 WCPM
SCREENING RESULTS Beginning of Second Grade
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Class Case Study Differentiating Student
Profiles
1st Grade Comprehension Outcome Measure
Oral Reading Fluency
26-40
26-44 WCPM
1-25 and lt26 WCPM
gt 41
gt 44 WCPM
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Class Case Study Differentiating Student
Profiles
1st Grade Comprehension Outcome Measure
Oral Reading Fluency
26-40
26-44 WCPM
1-25 and lt26 WCPM
Penny Loafer
Penny Loafer
Dusty Eyre
Dusty Eyre
Willow Tree
Misty Wood
Rocky River
gt 41
gt 44 WCPM
Adam Apple
Adam Apple
Misty Wood
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Assertions About Differentiation

• Differentiated curriculum and instruction cant
  succeed if they are rooted in ineffective
  curriculum and instruction
• Differentiation is not a set of strategies but
  rather a way of thinking about teaching and
  learning
• Movement towards differentiation is movement
  toward expertise in teaching

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Plan Instructional Adjustments

• What instructional variables do we control that
  might make a difference?
• See table of alterable variables

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Alterable Variables

• There are many things that affect a childs
  performance in school. We control some of them.
  Pursue those.
• Optimizing the variables we differentiate what
  make a difference.

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Please Keep in Mind

• This is what we can do.
• Change our objectives
• Change the group size
• Change the schedule of time
• Change the resources
• Change the methods
• Provide Staff Development

The great end of life is not knowledge, but
action.
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Alterable Variables Chart
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Alterable Elements

• Program Is the learner likely to benefit from
  the core? If not, what supplement or
  intervention/acceleration program is available?
• Time A minimum of 30 30 minutes of small group
  intensive instruction in addition to typical
  whole group instruction.
• Grouping/Organization As small a group as
  possible with the most skilled instructor
  available

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Goals Will Drive Plans

• At least 80 of Kindergarten students achieve
  grade level status
• At least 80 of First Grade students achieve
  grade level status
• At least a 50 movement in grades 2 3 of
  students who were one year below to grade level
  status
• At least a 50 reduction of students in grades 2
  3 who are intensive
• Retain Benchmark from Screening to Outcome

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Using Data to Promote a Dynamic Reading Program
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Use of Assessment Data to Inform Instruction and
Determine Student Progress( A Top 10 List)

• Ensure that assessment methods are valid.
  reliable, and grounded in SBRR.
• Ensure that the assessment methods measure
  progress in the five essential components of
  reading.
• Stay informed about assessments.
• Meet with reading coaches and teachers often.
• Analyze assessment data.
• Use assessment data to evaluate the instructional
  reading program and to plan for the future.

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Use of Assessment Data to Inform Instruction and
Determine Student Progress( A Top 10 List)

• 7. Use assessment to identify classrooms having
  problems.
• 8. Intervene quickly when assessment indicates
  that students or teachers are struggling.
• 9. Set goals and benchmarks for teachers to meet
  during the school year.
• 10. Change classroom instruction in response to
  assessment results.
• 11. (Bonus) Celebrate when assessment data are
  positive.

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Data Does Not Fix Problems

• Disaggregating data is not a problem-fixing
  strategy. Rather its a problem-finding
  strategy.
• Lezotte 1999

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Analyze Data
Place high value on data. Use data to trouble
shoot
Analyze, chart, and share data within the school
and across the district.
Use data the data to determine where help is
needed, but not to blame struggling teachers and
students.
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Leadership Goals
Data
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Percentage of Students Reading at Benchmark at
3rd Grade
90
80
70
65
62
58
60
53
50
40
A
B
C
S
30
20
10
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Survey conducted by Grunwald Associates on
behalf of CoSN in 2004.
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Table Discussion

• At your table please take a few minutes to
  discuss the type of data you are now receiving.
• Does it raise questions?
• What type of questions?
• Where do you go for the answers?

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Data-Driven InstructionalDecision-Making

• Use assessment data to determine your schools
  current status

• Whats working
• Whats 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

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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
• Reading programs that are meeting students needs
• Knowledge and skills from professional
  development

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Data-Driven InstructionalDecision-Making (cont.)

• Identify areas for improvement

• Students at risk for or who have reading
  difficulties
• Teachers with a significant number of students
  NOT meeting benchmarks
• Achievement gaps
• Specific reading components
• Reading programs that need to be evaluated
• Teachers who need support
• Professional development needs

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Progress Monitoring The Teachers Map
Aimline
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Evaluating Reading First Progress

• How are K-3 students performing in the middle of
  the year on essential components of beginning
  reading instruction within the district? Within
  each school?
• Within a school, what are the outcomes when
  examined class by class?
• What are the outcomes when examined by subgroups
  of students within the district? Within each
  school?

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Evaluating (cont.)

• Is there a significant increase in the percentage
  of students reaching targets in the winter from
  year to year within the district? Within each
  school?
• For each grade and essential component, what
  percentage of students at benchmark remained at
  benchmark? What percentage of students moved into
  benchmark from strategic and intensive? What
  percentage of students moved into strategic from
  intensive? Address within the district and within
  each school.

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Another way to think about improvements and
performance two indices of instructional
effectiveness
Effectiveness of Core Instruction (ECI) what
percentage of students who began the year at
grade level on the screening measures finish the
year at grade level?
Effectiveness of Interventions(EI) what
percentage of students who began the year at some
level of risk on the screening measures finish
the year at grade level?
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First Look at the Big Picture
1st Grade
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The ECI and EI
9 of 13 students who were at grade level
continue at grade level
ECI .69
One academic year
2 of 7 students who began the year at risk
finished the year at grade level
EI .29
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Keep Constituents Informed About the Progress
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How will the Principal Ensure that Effective and
Productive Grade Level Team Meetings Occur?

• Knows how outcomes for meetings will be
  established.
• Communicates expectation that all teachers on
  that grade level will attend.
• State the purpose of the meeting and the
  importance of staying focused on the task.

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Data Focused Grade Level Team Meetings, continued

• Review the data before the meeting and be
  prepared to ask specific questions and to provide
  suggestions for teachers related to the data.
• Have copies of the data prepared for each
  teacher.
• Assist teachers in making informed instructional
  decisions

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Grade Level Team Meeting, continued

• Have teachers leave with an understanding of
  focused teaching targets, resources and the
  support of the coach.
• Follow up with classroom visits and another
  meeting within the next 3-4 weeks.
• Celebrate successes.

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Sample Grade Level Team Meeting Sheet
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Validate and Recalibrate

• Analyze students performance on both internal
  and external tests.

• Use the information to decide on changes for the
  up-coming year.

What must be changed? Make a plan.
What can be improved? Make a plan.
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Expectations After Reporting Data

• If schools administer screening and progress
  monitoring we should be giving them feedback and
  helping schools set goals.
• Goals will drive plans.
• Plans will drive implementation.
• Implementation will drive staff development for
  teachers and better outcomes for students.

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Evaluating (cont.)

• Collaboratively make adjustments to get
  instruction on track

Assess
Monitor and Adjust
Analyze Data
Take Action and Implement Solutions
Identify Strengths and Areas for Improvement
Problem-Solve
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Point to Ponder
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

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Lets Take a Look
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What Needs to be Done

• Set the tone for the building
• Facilitate the teaching and learning process
• Provide leadership and direction to their
  schools instructional programs and policies
• Spend significantly more time evaluating staff
  and mentoring new teachers.
• Sustain professional development for themselves
  and their staff members
• Nurture personalized school environments for all
  students.

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Final Thought

• Hope sees the invisible, feels the intangible,
  and achieves the impossible.

Heres hoping you all have success in your
Reading First endeavors.
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Thank You