in Successful Reading First Schools and Districts

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in Successful Reading First Schools and Districts
Building Instructional Leadership

• Ann Fiala, Tina Herrington, Lynn Locson
• 2nd Annual National Reading First Conference
• New Orleans
• July 2005

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Our Shared Goal

• Ensure that all children in America
• learn to read well by the end of
• 3rd grade so that they are well
• prepared to achieve their full
• academic potential

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Increased Reading Achievement

• ALL students, including those identified with
  distinctive diverse learning needs
• English language learners
• Special education
• Dyslexia
• Gifted and talented

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Sharing the Vision

• Develop and communicate a clear
• vision for the entire instructional
• program, including reading, that
• supports using SBRR to fully
• implement SBRI in classrooms

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Maintaining the Focus
Improving Reading Instruction
District LeadersSuperintendent,plus
Campus LeadersPrincipal,plus
Classroom LeadersCoach,plus
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Instructional Leadership

• Responsible for making real-time
• school and classroom decisions,
• based on CONTINUOUS PROGRESS MONITORING of
• Student data
• Teacher data

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Instructional Leadership

• Responsible for
• Aligning reading curriculum with the
• State standards
• Evaluating district school progress
• Analyzing achievement data

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Instructional Leadership

• Knowledge of SBRR essential components
• of reading instruction and intervention
• Clearly defined duties responsibilities
• regarding implementation of Reading First
• Designated individuals with sufficient time
• and expertise to get the job done

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School Leadership

• Enhanced knowledge and skills
• Organizing the school for reading
• instruction, including
• Assessment (multiple types)
• Flexible grouping (based on data)
• Scheduling (uninterrupted time)

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School Leadership

• Enhanced knowledge and skills
• Determining the cause of instructional
• problems and ensuring that coaches
• provide the needed help to teachers in
• finding solutions
• Working with teachers who have problems
• with classroom management or with
• instructional delivery

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Focusing on a Plan of Action

• New staff positions roles clearly defined
• Collaborative decision-making system
• Effectiveness of teachers and program
• easily measured and evaluated
• Realistic course of action manageable steps
• High priority shared by all

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From a Practitioner

• Press Releases
• Schoolwide Meetings
• Parent Meetings
• Community Connections
• Celebrations
• Network
• PLAN!!!!!!!!!!!

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District LeadershipSuperintendents,plus

• Facilitates full implementation of the
• districts plan for Reading First, by
• Ensuring school personnel
• Professional development
• appropriate quantity quality
• Resources allocated available
• at all levels needed

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District LeadershipSuperintendents,plus

• Communicate the strengths needs of
• districts RF implementation efforts to
• State RF leaders
• Local school board
• District schools
• Community members

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School Leadership Principal,plus

• Ensure teachers
• Have all the support necessary for
• implementing the instructional program
• Are teaching the program with a high
• level of fidelity to program procedures

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School Leadership Principal,plus

• Responsible for (making sure it happens)
• Ordering distributing materials
• Allocating personnel
• Professional development
• Scheduling instruction
• Grouping students

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School Leadership Principal

• Improvement in reading instruction
• within a school
• depends
• on the
• principals involvement

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School LeadershipReading Coach,plus

• Provides support and assistance
• to classroom teachers in
• full and
• skillful
• implementation of the schools scientifically
• based comprehensive reading program

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School Leadership Reading Coach,plus

• Assists teachers in planning and
• pacing reading instruction
• Participates in collaborative grade
• level meetings to assist in analysis
• and utilization of data
• Meets regularly with principal, plus
• to review data assess progress

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School Leadership Reading Coach,plus

• Proactive educator
• Takes the initiative
• Is persistent
• Responsive educator
• Strong communication skills
• Constructive, non-threatening,
• instructionally specific feedback

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School Leadership Reading Coach,plus
CONTENT PEDAGOGY

• Demonstrates lessons, modeling
• instructional delivery, and using the
• instructional materials as designed

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School Leadership Reading Coach,plus

• Provides on-site PD
• Increasing knowledge about program
• components
• Understanding instructional design of
• the program
• Increasing competency to implement
• the program with fidelity

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School LeadershipReading Coach,plus

• Conducts classroom observations and
• provides next-step support for teachers
• Coaches, NOT evaluates
• NOT AN ADMINISTRATOR OR AN APPRAISER
• Serves as a resource for identifying
• appropriate instructional strategies and
• interventions

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School-wide Success

• From First to Last Day of School Year
• Full-scale implementation
• Reading instructional program
• Reading intervention program
• Ongoing data-driven PD
• Student achievement in reading

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School-wide Success

• High standard expectations for all
• Progress monitoring system to identify
• those needing intervention and/or
• assistance/support/scaffolding
• Students
• Teachers
• Track student progress

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School-wide Success

• Informed instructional decision-making
• Effective classroom management
• Maximized student engagement in
• academic learning activities
• Instructional priorities to ensure ALL
• students are making adequate gains in
• reading achievement

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For more information, contact
Ann Fiala Afiala_at_mail.utexas.edu Central Regional
Reading First Technical Assistance Center
(CRRFTAC) Vaughn Gross Center for Reading and
Language Arts The University of Texas at
Austin Tina Herrington Therrington_at_sealyisd.com