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Shared Leadership for the Implementation of a District-Wide Balanced Literacy
Framework
Heidi Brushert Laabs Marcia Jordahl Melody Wirgau
Wisconsin RtI SummitMarch 5, 2015
The Wisconsin RtI Center (CFDA # 84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this Powerpoint and for the continued
support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying
all or part of this material.
• Explain the implementation process for a CR-MLSS for literacy in Beloit
• Describe the development of components of a CR-MLSS in Beloit’s framework - systemic implementation, leadership, focus on Universal, evidence-based practices, data-driven continuous improvement, cultural competence
RtI Leadership Structures, Processes and Products
District RtI
Leadership Team
School RtI
Leadership Team
Grade Level/
Course Team
Classroom
District RtI
Vision
School RtI Vision
Grade Level/
Course RtI Vision
Classroom RtI
Vision
District RtI Non-
Negotiables
School RtI Non-
Negotiables
Grade Level/ Course
Non-Negotiables
Classroom Non-
Negotiables
District RtI Goals/
Action Plan
School RtI
Goals/Action Plan
Grade Level/ Course
Goals/Action Plan
Classroom
Goals/Action Plan
Systems Change Process (Fixsen & Blasé)
● Purpose Building● Infrastructure● Initial Implementation● Full Implementation
Why Use Coaching?Method or
Activity
Presentation of Theory
Modeling
Practice & Feedback
Coaching
Understanding
(Explain main concepts)
85%
85%
85%
90%
Skill Attainment (Can demonstrate)
15%
18%
80%
90%
Application/Problem Solving (Use the skill with fidelity)
5%-10%
5%-10%
10%-15%
85%-90%
Beloit School District
Building a Universal Coaching Plan
Phase 1: Initial and Full Implementation
Building an Understanding
“RtI is not something that happens in special education. Rather, it is a method for teaching all students that needs to be driven by general education teachers in the general education classroom." NASDSE, March, 2007
SDB Reading Absolutes: IRA, Shared, Guided, Independent
Universal Intervention: NOW Research Based Practices
LLI (1:3) ?
Linda Dorn I.T.WLit. Strategies
Selected Interventions,
Soar 1:6 or fewer
b.Lit.
Strategies (1:3-1:1)
a. LLI (1:1-1:3)
Linda Dorn's Interventions That Work
Small group or 1:1
Guided Reading PlusComprehension Focus Assisted WritingWriting Process
Oral Lang.
Sound Universal Curriculum Implementationreading, writing, listening, speaking
The Team:Everyone., Everyday
Data Driven Coaching
Shifting the lens….
“Are we looking out the window or in the mirror?”
Call the Crisis● Reviewed current data● Problem solve with the Leadership Team● Developed a pilot coaching plan to address the
universal instruction of Balanced Literacy● Through the support of the building reading
specialists and the district reading specialist we focused our coaching on Kindergarten and First Grade
Tiers 2 & 3
64%
Tier 1 36%
Kindergarten Crisis
First Grade Fall Data 2011
Is the Universal instruction TIGHT?
● Met with building Principal and Reading Specialist
● Looked at master schedule● Assigned 20 minute blocks for
each teacher and area of focus
● Implement GRR● Follow up discussions in grade
level PLC’s
COACHING MODEL: GRR
Todd Results “It helped me get more focused on what each aspect of Balanced Literacy should look like."
"This experience has shown me how important is is to deliver literacy instruction in a variety of ways."
" I am more confident in all areas of balanced literacy. I am also more cognizant of the important aspects of all the pieces and find that I am implementing them with more fidelity."
88%
Tier 1
12%Tier 2&3
Kindergarten Shift
● Currently, we are in our third year after utilizing the reading specialist as a universal coach and have been able to sustain our progress in Kindergarten.
● We have higher expectations for all Kindergarten students and the staff have the belief the children will make the benchmark.
Fall 2012: ALL K-5 COACHING MODEL: GRR
Balanced Literacy Absolutes Become
‘Look Fors’!
What are your Universal absolutes?
System: Balanced Literacy
DATA:
MAPBASPALS
Practices: High Impact Universal Instructional Practices
ELTs within High Impact Instruction
Phase 2: Sustaining
ELT Pacing Guide
“If our teaching is going to be an art, we need to remember that artistry does not come from the sheer quantity of red and yellow paint or from the amount of clay or marble, but from the organizing vision that shapes the use of those materials. It’s not the number of good ideas that will turn our teaching into something significant and beautiful, but the selection, balance, coherence, and design of those ideas” (Hattie)
● Connection
● Teaching Point
● Active Engagement
● Link
Instructional Strategy Focus
A mini-lesson is:
● Explicit instruction
● About a specific
skill or strategy
● Short 5-10 minutes
● Teacher's time to
teach
Observation+Reflection=Need
1. Literacy Block observation
2. Reflection: Praise points and Coaching point.
3. Goal setting with action steps
TCRWP Clip
● Sacred gathering space● Engagement● ELT pulled through: #● Instructional mode● Evidence of understanding
Research & Analyze
SDB teacher mini lesson: Shared Exp!
Personal video and reflection moment:
Reflect: Jot down an area to develop.
So they can EMULATE!
Visits dates and timesComments sentMeeting reflections date
Coaching Task Grid
Let’s Follow Our PALS!
KSUM
COW
Pointing
Word ID in Context
* COW Word List* Representative page
Spring
Let’s Follow Our PALS!
Follow the PALS
Oral Language
In Summary…Implement, Sustain, InnovateSystemic implementationUniversal focusEvidence based practices with fidelityData driven continuous improvementCultural competence
Heidi Brushert LaabsLeadership and Coaching CoordinatorWisconsin RtI [email protected]
Marcia JordahlDistrict Reading SpecialistSchool District of Beloit - Beloit, [email protected]
Melody WirgauPrincipal at Todd ElementarySchool District of Beloit - Beloit, Wi. [email protected]
