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The Oregon Reading First Model: A Blueprint for Success

Scott K. Baker

Eugene Research Institute/

University of Oregon

Orientation SessionPortland, Oregon

November 12, 2002

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Overview of Oregon Reading First

Regional Coordinators & Regional Coordinating Teams

Oregon Reading First

Districts and Schools

Oregon Reading First Center

Reading Leadership Team

Oregon Department of Education

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What Reading First Means to Oregon Schools

K-3 reading instruction following scientifically-based reading research (SBRR)

Ongoing assessments to monitor student reading progress and outcomes

Ongoing professional development targeting knowledge of SBRR, classroom expertise, and building long-term capacity

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Four Common Features Among All Oregon Reading First Schools

1. Emphasis on five essential components of beginning reading

Phonemic awareness Phonics Reading fluency Vocabulary Comprehension

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Four Common Features2. Selection of beginning reading programs and materials

An approved comprehensive beginning reading program Anchor for classroom instruction Emphasis on five essential components Meets instructional needs of 75-80% of students

Approved supplemental reading materials Guide strategic interventions for 20-25% of students

Intensive interventions for 5-10% of students

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Four Common Features

3. Reliance on research-based instructional practices and strategies

Allocated time and engaged time At least 90 minutes per day of uninterrupted beginning

reading instruction Instructional grouping formats

Small group and whole class Based on student knowledge and skill Key component of strategic and intensive interventions

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Four Common Features

3. Reliance on research-based instructional practices and strategies (continued)

Differentiated instruction Necessary to reach reading goals Variations in Intensity, Amount, Formats

Teaching to mastery Understand previously taught material before new material is

introduced Monitor understanding during and after instruction

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Four Common Features

4. Student reading performance monitored systematically

Focus on five essential components of beginning reading

A minimum of three times per year Reading data used to:

Identify students for strategic and intensive interventions Establish reading goals Determine program effects

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How will beginning reading programs and materials be selected?

Oregon Curriculum Review Panel

Purpose: To provide a critical analysis of beginning reading programs and materials that is objective and reliable, and based on the best information available about SBRR

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Oregon Curriculum Review Panel Members:

Individuals with expertise in beginning reading from: Oregon Reading First Center Oregon Department of Education Oregon school districts

Work with other states on curriculum analysis issues

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Assessing Oregon Reading First Students

Assessment Purposes

Screen students who need additional instructional support

Diagnose students’ instructional needs Monitor progress of students over time Evaluate outcomes at key points in time

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Assessing Oregon Reading First Students

Assessment Areas

Phonemic awareness Phonics Fluency Vocabulary Reading Comprehension

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Who will collect the assessment data? District and school assessment teams will be trained to collect screening, diagnostic, and progress monitoring data The Oregon Reading First Center will collect some of the student outcome data District and school assessment teams will be trained to conduct systematic reliability checks

Assessing Oregon Reading First Students

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Examples of Student Assessments: Screening

Area Examples

Phonemic Awareness

DIBELS: Initial Sound Fluency, Phonemic Segmentation Fluency

Phonics DIBELS: Nonsense Word Fluency

Fluency DIBELS: Oral Reading Fluency

Vocabulary Woodcock-Johnson Test of Achievement-III: Picture Vocabulary

Reading Comprehension

Woodcock Reading Mastery Test-Revised: Passage Comprehension

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Examples of Student Assessments: Progress Monitoring

Area Examples

Phonemic Awareness

DIBELS: Initial Sound Fluency, Phonemic Segmentation Fluency

Phonics DIBELS: Nonsense Word Fluency

Fluency DIBELS: Oral Reading Fluency

Vocabulary Woodcock-Johnson Test of Achievement-III: Picture Vocabulary

Reading Comprehension

Texas Primary Reading Inventory: Reading Comprehension

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Examples of Student Assessments: Outcomes

Area Examples

Phonemic Awareness

DIBELS: Phonemic Segmentation Fluency

Phonics DIBELS: Nonsense Word Fluency, SAT-9: Word Study Skills

Fluency DIBELS: Oral Reading Fluency

Vocabulary SAT-9: Reading Vocabulary & Listening Comprehension

Reading Comprehension

SAT-9: Reading Comprehension, WRMT-R: Passage Comprehension

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Examples of Student Assessments: DiagnoseArea Examples

Phonemic Awareness

Comprehensive Test of Phonological Processing

Phonics WRMT-R: Letter Identification and Word Attack

Fluency Gray Oral Reading Test IV (GORT-IV): Rate

Vocabulary Woodcock-Johnson Test of Achievement-III: Picture Vocabulary

Reading Comprehension

WRMT-R: Passage Comprehension

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School Professional Development and Support for Oregon Reading First Implementation

Institutes on Beginning Reading (IBRs) Mentor coaches School-based reading first teams and principal leadership Regional coordinators Beacon schools

Two-year professional development model

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Institutes on Beginning Reading (IBRs)Purpose: To develop knowledge and expertise

related to Scientifically Based Reading Research IBR I - 4 days

Summer prior to new school term Scientific principles of beginning reading; application of principles to grade-specific goals and content Selection of comprehensive program and supplemental materials Learning DIBELS assessment system: Dynamic Indicators of Basic Early Literacy Skills

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Institutes on Beginning Reading (IBRs)

IBR II - 2 days Following Fall data collection Analysis of student performance data Identify children at risk of reading

difficulty Plan instructional groups and

differentiated instruction

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Institutes on Beginning Reading (IBRs)

IBR III - 1 day Following Winter data collection Setting goals and monitoring student

progress Evaluating interventions and adjusting

instruction

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Institutes on Beginning Reading (IBRs)

IBR IV - 1 day Following Spring data collection Analyze level of performance at end-

of-year Analyze progress from fall to winter

to spring Analyze performance of intervention

students

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Leadership Institutes on Beginning Reading

Concurrent with IBRs for Oregon Reading First school-based teams

Participants: Principals, mentor coaches, regional coordinators, and district personnel

Purpose: Support Reading First implementation, effective communication and decision making, and long-term capacity building

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Institutes on Beginning Reading: Year 2

Focus on implementation quality Improving effectiveness of interventions,

especially for struggling students Improving efficiency in using data for

decision making Key indicator of success will be student

reading progress and outcomes

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School-Based Mentor Coaches

One coach per school Teachers with expertise in beginning reading

instruction Focus on effective classroom implementation Expertise with DIBELS and using data for

decision making Building school capacity to provide and

sustain effective reading practices

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Regional Coordinators

Expertise in beginning reading and administration

Train mentor coaches Help schools build capacity for

continuous improvement Extend Reading First activities to

Pathfinder schools

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Beacon Schools Effective Cohort A schools will

serve as Beacon schools for Cohort B schools

Training to serve as host sites for Cohort B teachers

Training to visit Cohort B schools to support teachers and programs, and provide feedback

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Technology and Dissemination

Accessing and using information contained in three interconnected websites Oregon Reading First Big Ideas in Beginning Reading Dynamic Indicators of Basic Early

Literacy Skills (DIBELS)

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Oregon Reading First Interconnected Websites

Oregon Reading First In process

Big IDEAS in Beginning Reading http://reading.uoregon.edu/

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) http://dibels.uoregon.edu/

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Technology and Dissemination Disseminate information and

materials to districts, schools, and classrooms Extended learning opportunities Long distance meeting and planning

sessions Teacher study groups

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Evaluation of Oregon Reading First

External evaluation by the Texas Center for Reading and Language Arts – primarily for summative purposes

Internal evaluation by the Oregon Reading First Center – primarily for formative purposes

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Evaluation Targets Student reading performance K–3 Classroom implementation Teacher and coach knowledge: SBRR,

comprehensive beginning reading program and supplemental materials, student assessments

Professional development and technical assistance

State leadership