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How the Oregon Literacy Framework Can Support Your Efforts to Implement RTI, MTSS, and CCSS. Erin A. Chaparro , Ph.D. [email protected] @ EBISSErin. The Oregon K-12 Literacy Framework: A Web Tour. http://www.ode.state.or.us/search/page/?id=2568. The Oregon K-12 Literacy Framework. - PowerPoint PPT Presentation
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HOW THE OREGON LITERACY FRAMEWORK CAN SUPPORT YOUR EFFORTS TO IMPLEMENT RTI, MTSS, AND CCSS
E R I N A . C H A P A R R O , P H . D .E C H A PA R R @ U O R E G O N . E D U@ E B I S S E R I N
1
THE OREGON K-12 LITERACY FRAMEWORK: A WEB TOUR
H T T P : / / W W W. O D E . S TAT E . O R . U S / S E A RC H / PA G E /? I D = 2 5 6 8
3
The Oregon K-12 Literacy Framework
…is a blueprint…adopted by the State Board…for what schools in Oregon can do to help students develop the essential skill of reading.
Oregon Literacy Initiative
Superintendent Summer
Institute
Reading First Outreach PBIS
Response to Intervention
EBISS Essential Skill of
Reading
Oregon Diploma
Common Core State Standards
The Literacy Framework is aligned to recent and current Oregon initiatives that improve reading.
GoalsInstructionAssessmentLeadershipProfessional
Development
Commitment
5
THE OLF BUILDS ON EBISS TO SUPPORT CCSS
Leadership & Commitment
Action Planning with Schools
Coordination & Coaching
Professional Development & Training
Ongoing Assessment and Evaluation Systems
Visibility & Political Support
Funding
6
Content Areas
Reading Writing
GeneralCross Discipline Standards
College and Career
Readiness Anchor
College and Career
Readiness Anchor
Grade Specific
Literacy in History/Social
Studies
Literacy in History/Social Studies, Science & Technical SubjectsLiteracy in
Science & Technical Subjects
ELA Reading Writing Speaking and
Listening
Language
GeneralCross Discipline Standards
College and
Career Readiness
Anchor
College and
Career Readiness
Anchor
College and
Career Readiness
Anchor
College and
Career Readiness
Anchor
Grade Specific
Literature Writing Speaking and
Language
Language
Informational Text
Progressive Skills by
Grade
ELA & Content Areas
Reading Writing Speaking and
Listening
Language
GeneralCross Discipline Standards
College and Career Readiness
Anchor
College and Career Readiness
Anchor
College and Career Readiness
Anchor
College and Career Readiness
Anchor
Grade Specific
Literature Writing Speaking and
Language
Language
Informational Text
Progressive Skills by
Grade
Foundational Skills
K - 5
6-12
CCSS
OBJECTIVES OF THE FRAMEWORK
All students read at grade level or above as soon as possible after entering school.
All students continue to advance in grade-level reading skills each year across the instructional areas in grades 4-12.
All students reading below grade-level receive the strongest reading instruction and interventions possible to help them read at grade level.
HOW CAN WE WORK TOGETHER TO BETTER PREPARE STUDENTS FOR FUTURE SUCCESS?
The major question…
Is the system of reading instruction and support in our district/school effective for a high percentage of students?
SIX COMPONENTS OF THE FRAMEWORK
One Chapter for
Each Component
11
GOALS12
ESTABLISH READING GOALS WITHIN A COMPREHENSIVE AND SUSTAINED SCHOOL READING PLAN
Measurable goals
Aligned to CCSS
Assessed frequently
13
GENERAL GOAL SETTING GUIDELINES80% (ideally more) students in a
school should be reading at grade level and their needs should be met by the core instruction
15% of students may need additional instructional support
5% of students may need significant additional and individualized support
14
15
http://schools.oregonlive.com/search
/Past Achievement
Compact goals – current ones if you have them
http://www.orspdgdata.org/HomePages
/
16
REVIEW DATA SOURCES
CONSIDER DIFFERENT TYPES OF GOALSOutcome Goals
SummativeAdequate Progress Goals
Summative (if at end of year) Formative (if during year)
Progress Monitoring Goals Formative
17
Aggregated Data (District or School-
wide) Are they measureable?
Are they clearly communicated to all stakeholders? How?
Are they ambitious? How?
Disaggregated data
(District or School-wide)
Are they measureable?
Are they clearly communicated to all stakeholders? How?
Are they ambitious? How?
18
QUESTIONS TO ASK ABOUT YOUR GOALS
PART 2:USING THE OLF TO SUPPORT IMPLEMENTATION OF THE CCSS
19
LEADERSHIP, PROFESSIONAL DEVELOPMENT &,COMMITMENT
20
LEADERSHIPLeadership creates
a coherent plan for reading based on data analysis
Leadership prioritizes attainment of
reading goals for all students
Leadership is knowledgeable about
standards, assessments, and
instruction
Leadership is distributed,
connected, and consistent
Leadership provides ongoing feedback through classroom
observations
REFLECTION OR TABLE TALK
How is the building leadership team currently supporting your school’s implementation of the CCSS?
How is the district supporting building leaders to grow their understanding of the CCSS?
22
LEADERSHIP OBSERVES & PROVIDES FEEDBACKOngoing feedback through classroom
observations
Walking the Talk:Providing powerful instructional leadership through effective school and classroom walk-through visits
23
“The walk-through’s connected to the.....”
WHY DO WALK-THROUGHS?
walk-through
instructional leadership
teacher effectiveness
student achievement
24
PROFESSIONAL DEVELOPMENT
26
PROFESSIONAL DEVELOPMENT
Data-driven
Differentiated
27
WHAT PROFESSIONAL DEVELOPMENT INITIATIVES DO YOU ALREADY HAVE IN PLACE? I N A L I G N M E N T W I T H C C S S
C O M P E T E S W I T H C C S S
28
ALIGN PROFESSIONAL DEVELOPMENT WITH THE SCHOOL READING PLAN
Analyze data
•Examine data from previous and current grade levels
Target professional development
•Specifically target professional development aligned to goals in the School Reading Plan and monitor the impact on instruction and student reading outcomes
Principals Teachers
New Teachers
Substitute Teachers
Instructional Assistants Coaches
Data Team LeadersNew Staff
TOSAsProfessional Development is differentiated
according to position and need.
COMMITMENT
Develop a CCSSImplementation Plan
Set goals & assess
regularly. Share goals
and progress with all staff throughout the school
year.
Provide instruction
and professional development to staff who
need support.
Create leadership structures
and establish commitment
to all students
meeting & exceeding
goals.
31
PHASES OF CCSS PROFESSIONAL DEVELOPMENT IMPLEMENTATION
Build Awareness
Develop deeper
understanding
Integrate with curricula and assessment
Evaluate and Revise
32
AUDIT OF PD FOR CCSS EFFORTSTarget Audience
Venue Goal of Training Timeline
All Staff Staff Meetings
Share what teams have learned or integrated into their teaching
Monthly
Classroom Teachers
Grade Level Team Meetings
1) Curriculum alignment (e.g. throughout the year place a check mark next to those standards that are addressed)
2) Instructional delivery collaboration3) Instructional problem-solving
Monthly
All Instructional Staff
Classroom Walkthroughs
Performed by administrators or other teachers to provide feedback and support
Monthly
Administrators
District Leadership Implementa-tion Meetings
1) Provide updates on implementation2) Provide feedback on barriers to
implementation
3-4 times a year
33
THINKING OUTSIDE OF THE BOX
Tiffany-Morales, J., Astudillo, S., Black, A., Comstock, M., & McCaffrey, T. (2013). Preparing for the Common Core: Using performance assessment tasks for professional development (A report from the Center for the Future of Teaching and Learning at WestEd). San Francisco, CA: WestEd. 34
DISCUSSION: PD CCSS STRENGTHSWhat are the current strengths of your PD system to support
CCSS implementation within your school?
Within your district?
35
Who is the target audience?What are the target content/learning
objectives?When does the pd take place?Where does it take place?How often does it take place?
DISCUSSION: PD CCSS GAPS IN IMPLEMENTATIONWhat are the current gaps of your PD system to support CCSS
implementation within your school?
Within your district?
36
Who are we missing in our current plan?What content have we not covered?When does the PD take place? Are we using
our current meeting structures to support this work?
Where does it take place?How often does it take place?
ACTION PLANNING
37
ACTION PLANNING
DRAFT
Linn Elementary School Reading Plan
Date: April 13, 2010 Reading Plan Review Timeline: This plan will be reviewed and updated every June. The reading plan will be reviewed with new staff at the start of every school year.
Component 1: Goals Primary Reading Goal: All children will be reading at grade level by grade 3. Intermediate Reading Goal: All children will be reading to learn at grade level by grade 6. Formative Reading Goals: Kindergarten Phonemic Awareness Middle: 18 correct phonemes per minute
End: 35 correct phonemes per minute Phonics Middle: 13 correct sounds/ 3 words recoded correct per minute
End: 25 correct sounds/8 words recoded correct per minute First Grade: Phonics Beginning: 25 correct sounds/8 words recoded correct per minute
Middle: 50 correct sounds/15 words recoded correct per minute Fluency Middle: 20 correct words per minute
End: 50 correct words per minute Second Grade Fluency Beginning: 44 correct words per minute
Middle: 68 correct words per minute End: 90 correct words per minute
Third Grade Fluency Beginning: 77 correct words per minute
Middle: 92 correct words per minute End: 110 correct words per minute
Fourth Grade Fluency Beginning: 93 correct words per minute
Middle: 105 correct words per minute End: 118 correct words per minute
Fifth Grade Fluency Beginning: 104 correct words per minute
Middle: 115 correct words per minute End: 124 correct words per minute
Sixth Grade Fluency Beginning: 109 correct words per minute
Middle: 120 correct words per minute End: 125 correct words per minute
School Reading Plan
COMMITMENT TO PARENTS COMMITMENT TO
THE COMMUNITY
ONLINE RESOURCES FOR EDUCATORS
41
http://oregonliteracypd.uoregon.edu/
“ALL OF US DO NOT HAVE EQUAL TALENT, BUT ALL OF US SHOULD HAVE AN EQUAL OPPORTUNITY TO DEVELOP OUR TALENTS.”
J O H N F I T Z G E R A L D K E N N E D Y
Thank you for your efforts and your commitment to improving educational outcomes for Oregon’s students!
[email protected]@EBISSErin541-346-1103