Next Steps DistrictSchool Expectations and Support Needs 2005

Next Steps District/School Expectations and Support Needs © 2005 by the Oregon Reading First Center on Teaching and Learning 1

How Are We Doing? u How are we doing overall as a state Reading First project that consists of 34 schools in 14 school districts? u How is each district doing as a RF district? u How is each school doing as a RF school within a RF district? 2

How Are We Doing? Five Subquestions 1. How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the district? within each school? 2. Within a district, what are the outcomes when examined school by school? Within a school, what are the outcomes when examined class by class? 3. What are the outcomes when examined by subgroups of students within the district? within each school? 4. Is there a significant increase in the percentage of students reaching targets in the winter from year to year within the district? within each school? 5. For each grade and essential component, what percentage of students at benchmark remained at benchmark? What percentage of students moved into benchmark from strategic and intensive? What percentage of students moved into strategic from intensive? Address within the district and within each school. 3

Expectations for Reporting u RF districts and schools twice annually - winter and spring - report to ODE on each of the five subquestions. u For each question, the school/district attaches the relevant DIBELS data reports and a one page narrative that summarizes/explains the data. u District collects individual school reports and attaches them to the district summary for submission. u First set of reports due Spring of 2005. 4

Support Needs Based on the reports from RF districts and schools, subsequent technical and professional development support will be based on at least two factors: 1. Student reading data 2. Level of implementation of major RF components 5

Six School Scenarios: u strong reading performance / high implementation u strong reading performance / low implementation u average reading performance / high implementation u average reading performance / low implementation u poor reading performance / high implementation u poor reading performance / low implementation 6

Three Levels of Support support as needed moderate support intensive support 7

Levels of Support: strong reading performance = support as needed average reading performance = moderate support poor reading performance = intensive support 8

Type of Support Inside Out Support: A model of support in which the school (working with the district) is primarily responsible for determining what needs to happen in the school to improve implementation. Outside In Support: A model of support in which ODE and the Oregon Reading First Center are primarily responsible for determining what needs to happen in the school to improve implementation. 9

Type of Support A general rule: high implementation = inside out support low implementation = outside in support 10

The relationship between school reading performance and level of implementation will determine the level and type of support needed. 11

Outside In Support Inside Out Support Intensive Support Moderate Support as Needed Figure 1: District/School Support Needs 12 re lo adin w im g p pl erf em or en ma ta nc po tio e or n / re hi adin gh g im pe av pl rfo em rm er ag en an e ta ce lo re tio / w ad n im in pl g p em e en rfo ta rm tio an av n ce er / ag e hi re gh ad im ing pl p em er st en for ro ta ma ng tio n n ce lo read / w im ing pl pe st em rf ro ng en orm r ta a hi ead tio nc gh in n e/ im g p pl er em fo en rm ta an tio ce n / or po

School Scenario #1: Strong Reading Performance / High Implementation u school requests support from ODE and ORRF Center only as needed u support primarily inside out (i. e. , school will develop their own school-specific PD plan) 13

School Scenario #2: Strong Reading Performance / Low Implementation u expectation for school to meet basic requirements of the RF grant, but school can work on this from the inside out u ODE and ORRF Center will support the school as needed to put the basic components in place 14

School Scenario #3: Average Reading Performance / High Implementation u school will require a moderate level of support u balance of outside in and inside out support as negotiated between the school, ODE, and ORRF Center 15

School Scenario #4: Average Reading Performance / Low Implementation u school will require a moderate level of support u much of support in the form of outside in support from the ORRF Center u in conjunction, the school will carefully examine implementation on an ongoing basis and make changes from inside out to systematically improve implementation 16

School Scenario #5: Poor Reading Performance / High Implementation u intensive support u although implementation is high, this school will require intensive support from the outside in due to poor outcomes u at the same time, school will need to work from the inside out to determine the potential sources of problems and set plans in place to improve reading performance 17

School Scenario #6: Poor Reading Performance / Low Implementation u school will require intensive support u support primarily from the outside in u written action plan u intensified monitoring 18