Building Powerful Instructional Programs to Support All Learners

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• Building Powerful Instructional Programs to
  Support All Learners
• Patricia Travers
• Oregon Reading First Regional Coordinator
• Annie Tabshy
• Reading Coach

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Our Three Guiding Questions

• Q1. What are our goals?-State Reading Standards
• Q2. How are we doing? - Student Achievement Data
• Q3. How do we get there? - Implementation Data
• Stage 1 - Is there a plan? - Infrastructure
• Stage 2 - Are we implementing the plan? -
  Quality
• of the Implementation

K. Howe 2005
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Q1 What are our Goals?

• State Reading Standards

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Q2 How are we doing?Student Achievement Data
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Three Levels of Instructional Support

• Instructional Recommendations Are Based on
  Performance Across All Measures
• Benchmark Established skill performance across
  all administered measures
• Strategic One or more skill areas are not within
  the expected performance range
• Intensive One or many skill areas are within the
  significantly at-risk range for later reading
  difficulty

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Three Levels of Instructional Support
A class list provides a report of childrens
performance on all measures administered at a
given benchmark period in relation to established
goals.
Fall of First Grade
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Three Levels of Instructional Support

• School-Level Report Histogram
• A histogram summarizes the distribution of scores
  of all children in a grade within a
  school/district. It provides information on both
  the number and percentage of children performing
  at specified values.

Oral Reading Fluency
44 Low risk for reading difficulties 25 Some
risk for reading difficulties 31 At risk for
reading difficulties
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Third Grade Intensive Progress Monitoring
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Q3. How do we get there?Stage 1 -
Infrastructure Is there a plan? Stage 2-
Implementation Are we doing it well?
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Three Levels of Support, Instruction, and
Assessment The Big Picture.......
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Three Levels of Instructional SupportSummary
of CSI Map
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Three Levels of Instructional SupportSummary of
CSI Map

• Guidelines
• One instructional support map per grade level.
• Each grade level map addresses benchmark,
  strategic and intensive student levels of
  support.
• All teachers/specialists should work from the
  same map.
• Data will direct changes as necessary.
• Each map is a work in progress.
• Use alterable variable (i.e., time and grouping)
  to assist in increasing/decreasing intensity for
  varying levels of support.

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Why Focus on a Reading Program?

• Aligning what we know and what we do to maximize
  outcomes.
• Unprecedented convergence on skills children need
  to be successful readers
• Much classroom practice is shaped by reading
  programs
• Publishers have responded to the research and
  redesigned programs.
• A program provides continuity across classrooms
  and grades in approach.
• Many state standards are using research to guide
  expectations

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Types of Reading Programs
Classifying Reading Programs
Intervention (Tertiary) Reading
Program(Intensive)
Core(Primary) Reading Program(Benchmark)
Supplemental (Secondary) Reading
Program(Strategic)
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Vaughn et al, 2001. CORE, 2003.
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Core (Primary) Programs

• One size does not fit all

Period!
We may need to supplement or modify, but we must
do it judiciously.
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Core (Primary) Programs

• However, one size may be necessary and
  appropriate for most.

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Intervention (Tertiary)Reading Programs

• Designed for children who demonstrate reading
  difficulty and are performing significantly below
  grade level.
• Provide more explicit, systematic instruction to
  accelerate learning and to bring the learner to
  grade-level performance.
• Have a high criterion level of performance.
• Typically focus on more than one area (e.g.,
  phonics, fluency, and comprehension).
• Specialized, intense, and typically delivered in
  small group settings.

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What else is needed to get good outcomes?

• Strong and Active Leadership (district/principal)
• Knowledgeable Mentor Coach
• Teacher Buy In
• Ongoing High Quality Professional Development
• Implementing with Fidelity
• Data-Based Decision Making
• A Schoolwide System for Meeting the Needs of the
  Full Range of Learners

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Lets look at some examples of exemplary
school models
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School A Kindergarten-LNFBeginning of Year
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School A Kindergarten-ISF Beginning of Year
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School A Kindergarten-LNFEnd of Year
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School A Kindergarten-PSF End of Year
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School A Kindergarten-NWF End of Year
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School A District Support

• Attend all Institutes on Beginning Reading
• Monthly district coaches meeting
• Full day kindergarten
• Intervention Program
• Instructional Assistants in all kindergarten
  classrooms
• Mandatory double dose for all struggling readers

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School B First Grade-PSFBeginning of the Year
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School B First Grade-NWFBeginning of Year
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School B First Grade-PSFEnd of Year
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School B First Grade-ORFEnd of Year
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School B First Grade- NWFEnd of Year
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Lets look at some tools.......
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Alterable Variables Chart
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