Six Steps to Success in Reading First Schools

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Six Steps to Success in Reading First Schools

• Implications of SBRR for Leadership
• Presented by the
• Reading First - Ohio Center for PD and TA
• in Effective Reading Instruction
• August 2005

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This Professional Development Presentation was
funded by the US Department of Education, No
Child Left Behind Act, and the Ohio Department of
Education. It was developed by the Reading
First-Ohio Center for Professional Development
and Technical Assistance in Effective Reading
Instruction, a Consortium of Cleveland State
University, John Carroll University and The
University of Akron. All materials are copy
written and should not be reproduced or
used without permission of Reading First- Ohio
Center for Professional Development Technical
Assistance in Effective Reading
Instruction. Presentation Leaders James A.
Salzman, Cleveland State University Contributors
Based on a Power point presentation created by
Douglas Carnine Jon Palfreman with
contributions from Phyllis Hunter, Jerry Silbert,
and Milly Schrader
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Six Steps to Success

• 1. Fully implement a comprehensive scientifically
  research-based reading program
• 2. Follow (or revisit) the timeline in your grant
• 3. Regularly evaluate student progress
• 4. Analyze data
• 5. Intervene immediately
• 6. Validate, recalibrate, and celebrate

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Six Steps to Success

• 1. Fully implement a comprehensive scientifically
  research-based reading program
• Certify that core program is comprehensive and
  research-based
• Provide program materials for every K-3 classroom
• Fund and schedule PD for LS, teachers, data
  managers, resource coordinators, and
  administrators

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Six Steps to Success

• 2. Follow (or revisit) the timeline in your grant
• Attention must focus on student achievement for
  all students
• Identify testing dates and schedule ample time
  for entering data (DIBELS) for teachers to use in
  planning their instruction based upon individual
  and group skills and gaps
• Follow time schedule for PD, both in school and
  district and state-provided

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Six Steps to Success

• 3. Regularly evaluate student progress
• Use valid and reliable assessment tools available
  (TPRI, DIBELS) to determine where students are
  and to monitor their progress toward achieving
  grade-level goals
• Develop classroom measures that teachers can use
  to modify instruction as necessary

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Six Steps to Success

• 4. Analyze data
• District coordinators, Principals, LSs, RCs, and
  teachers place high value on measurable data
• They chart, analyze, and share data within the
  school and across the district
• They use data to enter the assess-plan-teach cycle

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Six Steps to Success

• 5. Intervene immediately
• Using the data, teachers may re-teach a lesson to
  all or regroup students to maximize effectiveness
  of small group instruction
• Tutoring and/or other services may be added to
  support the core program
• Rule of thumb - 100 hours of intervention to show
  growth
• Students may be provided with additional
  instructional time (RC/LS assure that content is
  aligned with program)

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Six Steps to Success

• 6. Validate, recalibrate, and celebrate
• Using the data gathered over the year, determine
• What aspects of the plan are working?
• What aspects of the plan must be changed?
• How can we improve delivery of services to
  students?
• What will next years plan look like as we
  incorporate all that weve learned this year to
  improve the Reading First program to ensure all
  students success?

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What does research tell us about principals in
successful schools?

• They inspect what they expect
• They re-work the schedule to get the best
  teachers at each grade level to work with
  students most in need (until all have been
  trained)
• They are visible in their support of the program
  (e.g., attend LS sessions)

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Where can leadership go for support?

• Look inward first - Principals to DC
• Reading First Regional Consultants (RFRCs) are
  assigned to each school district
• Reading First - Ohio Center for PD and TA will
  respond to calls (216-875-9977) for assistance
• Ohio Department of Educations Office of Reading
  Improvement (614-387-2265)

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How do we support this work in our district and
schools?

• District coordinators, principals, and Resource
  Coordinators can build a foundation that fosters
• Commitment
• Accountability
• Sharing
• Leadership

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How to support commitment

• Focus on reading achievement above all else
• Facilitate wise use of resources from multiple
  sources to fully support implementation of SBRR
  techniques and strategies in core and support
  programs

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How to support accountability

• Report data in useful fashion
• Help teachers establish specific goals for all
  (and each) students
• Ensure that the district plan is being followed
• Collaborate with Regional Consultants to monitor
  program

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How to support sharing

• Provide time for teachers to meet regularly for
  PD and to share what is working
• Use networks for principals and resource
  coordinators to share what is working
• Collaborate with Reading First - Ohio Center to
  share success stories and lessons learned

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How to support leadership

• District Coordinators can get funding and
  material resources to buildings in a timely
  manner
• Principals can support the work of LS, RC, DM and
  teachers by ensuring sanctity of time for PD and
  reading block and use of SBRR instruction
• RCs can monitor use of time and resources to
  ensure alignment with grant and core program