A Tool To Support Implementation of the Oregon K-12 Diploma

1
A Tool To Support Implementation of the Oregon
K-12 Diploma
2
Todays presenters

• Lori Smith
• Director of Student Achievement, Bethel SD
• Helped develop the Oregon K-12 Literacy Framework
• Pat Evenson-Brady
• Superintendent, Hood River County SD
• Member, Literacy Leadership State Steering
  Committee
• Julie Anderson
• Educational Specialist, English/Language Arts,
  ODE
• Stan Paine
• Center on Teaching Learning, University of
  Oregon

3
The Oregon Literacy Framework
a blueprint of what schools in Oregon can do to
help students develop the Essential Skill of
Reading.
Developed by the Literacy Leadership State
Steering Committee (LLSSC) in cooperation with
the Oregon Department of Education.
4
Presentation Goals Provide an overview of 1.
The three levels of the Oregon Literacy
Framework2. The six chapters of the Oregon
Literacy Framework3. What support might look
like at the district level
1
2
3
5
What is the Oregon Literacy Framework?

• A tool to support the Oregon K-12 diploma project
• A roadmap for how to improve literacy outcomes
  for students in K-12 through the coordinated
  efforts of the State of Oregon, Oregon districts
  and Oregon schools

6
What is the Oregon Literacy Framework?

• A framework from which to guide practices within
  all literacy initiatives in the State of Oregon

Reading First Outreach
LLSSC
7
Why was the Oregon Literacy Framework developed?

• To support implementation of the Oregon Diploma.
  Specifically, the Oregon K-12 Literacy Framework
  supports development of the Essential Skill of
  Reading.
• The Oregon K-12 Literacy Framework is designed to
  facilitate collaboration and align improvement
  efforts across school, district and state levels.
  
• The Oregon Department of Education believes our
  public schools are doing a good job educating
  Oregon students, but that they can and must do a
  better job. The foundation for this improvement
  is increasing literacy outcomes for all students
  throughout K-12.

8
Why was the Oregon Literacy Framework developed?

• Concerns from data OAKS Results
• 10th Grade OAKS data--
• about 35 of students read below grade level.
• This means that 35 of 10th graders do not have
  the fundamental reading skills necessary to read
  grade level textbooks with proficiency.
• among African American students, 59 are not
  reading at grade level, and among Hispanic
  students, 52 are not at grade level.
• overall only 17 of Oregons 10th grade students
  and far fewer African American and Hispanic
  students exceed Oregon standards.

9
Why was the Oregon Literacy Framework created?

• Concerns from data NAEP Results
• Oregon 4th graders
• 38 of Oregon 4th graders do not have basic
  reading skills
• this is one of the highest rates in the country.
• 54 of FRL students, do not have basic 4th grade
  reading skills.
• This percentage is more than double the
  percentage of students who are not eligible for
  free or reduced lunch prices (25).
• Oregon 8th graders
• 23 of Oregon 8th grade students dont have basic
  reading skills
• Among Oregon African American and Hispanic
  students specifically, this percentage nearly
  doubles to 43 and 47. In other words
• Nearly 1 of every 2 African American and Hispanic
  Oregon students does not have the basic 8th grade
  reading skills

10
What are the components of the Oregon Literacy
Framework?
11
Student Reading Goals
Commitment
Assessment
Professional Development
Instruction
Leadership
12
Framework documents

• School strategies document--one chapter for each
  element of the framework, addressing strategies
  for grades K-3 and 4-12
• Executive summary
• District support strategies document
• State support strategies document

13

• Current systems support current practices, which
  yield current outcomes.
• Revised systems are needed to support new
  practices to generate improved outcomes.
• Dean Fixen
• Principal Investigator, Scaling Up Project
• Center for State Implementation and Scaling-Up of
  Evidence-Based Practices (SISEP)

14
OUTCOMES

• Goals
• Commitment

Supports for Effective Implementation
Data for Decision Making
SUPPORTS
DATA

• Assessment

• Leadership
• Professional Development

PRACTICES

• Instruction

Practices for Student Success
Adapted From Horner Sugai
15
Video

• Goals
• Assessment
• Instruction
• Leadership
• Professional Development
• Commitment

16
School Literacy Leadership TeamsTeam Charge

• Be the guiding/driving force for Bethels
  Systems Approach to improving literacy
  achievement for all the students your school
  serves.

17
School Literacy Leadership TeamsPurpose

• Team with the Principal to be the Literacy
  Instructional Leaders
• Analyze school-wide literacy data
• Ensure coordination of literacy programs and
  materials within and between grades
• Develop a Literacy Action Plan with the staff
• Determine professional development needs
• Align Title I, Special Education, and ELD
  services
• Build capacity to meet the literacy needs of all
  students in the school

17
18
School Literacy Leadership TeamTeam Member
Responsibilities

• Be the Literacy Instructional Leaders for the
  School
• Become experts in literacy curriculum,
  assessments, and instruction
• Be the keepers of the school and district
  literacy goals for your building
• Attend district literacy leadership team meetings
• Regularly participate in building-level literacy
  leadership team meetings

19
Implementation Stages K-12 Reading
2001 K-3 2008 LLTs K-12
Sustainability
Gr. 6-8 Reading (2001) Gr. 9 Ext English (2005)
Innovation
1998 K-1 1999 2-3
Full Operation
1997 K-1 1998 2-3
Initial Implementation
1997 K-3
Program Installation
Exploration Adoption
20
Stages of Implementation

• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability

Fixen, Blase, Horner Sugai (2009, February),
Readiness for Change, Scaling Up Brief 3.
Chapel Hill The University of North Carolina,
FPG, SISEP.
21
What Is The Districts Role In Using The Literacy
Framework?

• Establish district goals for reading attainment
  that are
• Specific, observable, measurable
• Adopted by School Board
• Communicated throughout community

22
The Districts Role

• Data
• District reviews district and school data more
  than once annually
• District provides recognition support for
  schools making progress
• District creates a district-wide data culture

• Plans
• Align school plans with district plan annually

23
The Districts Role
Assessment

• Create a pool of resident trainers to teach staff
  to collect and use data, instruct new staff
  members, conduct reliability checks
• Select measures to use along with OAKS, both
  formative summative

• Develop a district reading assessment plan used
  every grade, every school
• Use a district database to collect provide
  immediate access to school reading data

24
The Districts Role
Instruction

• Assist principals to be strong instructional
  leaders by assuring that
• They schedule enough literacy instruction timeat
  least 90 minutes daily K-3
• They do walk-throughs to monitor use of adopted
  programs

• They monitor placement in reading programs
  following a protocol
• They monitor teacher team meetings on literacy

25
The Districts Role
Instruction Interventions
Instructional Materials

• Provide after school or summer school for
  struggling readers
• Provide intensive intervention for students
  reading 2 or more levels below grade

• Select scientifically based core reading programs
  a menu of supplemental programs for struggling
  readers that are aligned with the core
• Teach teachers to use adopted materials

26
The Districts Role
Budget
Professional Development

• Match budget choices to literacy priorities
• Use literacy coaches if possible

• To improve student literacy, deliver on-going,
  job-embedded PD focused on literacy via coaching,
  teacher collaboration, peer coaching
  observation, etc.

27
The Districts Role
Resources

• See
• Guiding Questions for District Support Planning
• At the end of the Framework

• Sources
• Many documents
• (i.e., Maintaining Fidelity of implementation
  with Walk-throughs)

28
A Tool To Support Implementation of the Oregon
K-12 Diploma