Next Steps

1
Next Steps

• District/School
• Expectations and Support Needs

2
How Are We Doing?

• How are we doing overall as a state Reading First
  project that consists of 34 schools in 14 school
  districts?
• How is each district doing as a RF district?
• How is each school doing as a RF school within a
  RF district?

3
How Are We Doing?Five Subquestions

• 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 district, what are the outcomes when
  examined school by 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?
• 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.

4
Expectations for Reporting

• RF districts and schools twice annually - winter
  and spring - report to ODE on each of the five
  subquestions.
• For each question, the school/district attaches
  the relevant DIBELS data reports and a one page
  narrative that summarizes/explains the data.
• District collects individual school reports and
  attaches them to the district summary for
  submission.
• First set of reports due Spring of 2005.

5
Support Needs

• Based on the reports from RF districts and
  schools, subsequent technical and professional
  development support will be based on at least two
  factors

1. Student reading data 2. Level of
implementation of major RF components
6
Six School Scenarios

• strong reading performance / high implementation
• strong reading performance / low implementation
• average reading performance / high implementation
• average reading performance / low implementation
• poor reading performance / high implementation
• poor reading performance / low implementation

7
Three Levels of Support

• support as needed
• moderate support
• intensive support

8
Levels of Support

• strong reading performance support as needed
• average reading performance moderate support
• poor reading performance intensive support

9
Type of Support

• Inside Out Support A model of support in which
  the school (working with the district) is
  primarily responsible for determining what needs
  to happen in the school to improve
  implementation.
• Outside In Support A model of support in which
  ODE and the Oregon Reading First Center are
  primarily responsible for determining what needs
  to happen in the school to improve implementation.

10
Type of Support

• A general rule
• high implementation inside out support
• low implementation outside in support

11

• The relationship between school reading
  performance and level of implementation will
  determine the level and type of support needed.

12
average reading performance / low implementation
strong reading performance / low implementation
average reading performance / high implementation
poor reading performance / low implementation
poor reading performance / high implementation
strong reading performance / high implementation
Outside In Support
Inside Out Support
Intensive Support
Moderate Support
Supportas Needed
Figure 1 District/School Support Needs
13
School Scenario 1Strong Reading Performance /
High Implementation

• school requests support from ODE and ORRF Center
  only as needed
• support primarily inside out (i.e., school will
  develop their own school-specific PD plan)

14
School Scenario 2Strong Reading Performance /
Low Implementation

• expectation for school to meet basic requirements
  of the RF grant, but school can work on this from
  the inside out
• ODE and ORRF Center will support the school as
  needed to put the basic components in place

15
School Scenario 3Average Reading Performance /
High Implementation

• school will require a moderate level of support
• balance of outside in and inside out support as
  negotiated between the school, ODE, and ORRF
  Center

16
School Scenario 4Average Reading Performance /
Low Implementation

• school will require a moderate level of support
• much of support in the form of outside in support
  from the ORRF Center
• in conjunction, the school will carefully examine
  implementation on an ongoing basis and make
  changes from inside out to systematically improve
  implementation

17
School Scenario 5Poor Reading Performance /
High Implementation

• intensive support
• although implementation is high, this school will
  require intensive support from the outside in due
  to poor outcomes
• at the same time, school will need to work from
  the inside out to determine the potential sources
  of problems and set plans in place to improve
  reading performance

18
School Scenario 6Poor Reading Performance /
Low Implementation

• school will require intensive support
• support primarily from the outside in
• written action plan
• intensified monitoring