1 Running Effective Grade Level Team Meetings to Improve Student Achievement Linda Carnine & Jan Silverstein Western Regional Reading First Technical Assistance.

1

Running Effective

Grade Level Team Meetings

to Improve Student

AchievementLinda Carnine & Jan Silverstein

Western Regional Reading First

Technical Assistance Center

22

Glossary

Risk

Benchmark

Grade Level Low

StrategicSomewhat Below GL

Medium

IntensiveSignificantly Below GL

High

The ultimate success of this

presentation/workshop will be

determined by its contribution

to improve reading

performance in 2006-07

Reading First implementations

3

44

Big Ideas for Team Meetings

Powerful procedures make team meetings work

Action Planning sets priorities and determines next steps

Data-driven decisions bring all students to benchmark

District

School

GradeClassroom

GroupsIndividuals

Grade Level Team Meeting

Building Leadership Team

Action Planning (systems level)

Action Planning

Individual Instruction Planning

66

Team Meeting Focus

Aug Sept Nov/Dec Jan/Feb Mar/Apr May

Big Look

at Data

1st Benchma

rk

PM of Intensive/ Strategic Students

2nd Benchma

rk

PM ofIntensive Strategic Students

3rd Benchma

rk

Action

Plan(s)

Action Plan

refinement

Grouping

Individual and group instructio

nal planning

Action Plan

refinement

Grouping

Individual and group instruction

al planning

Big Look at DataAction

Plan for next year

PM = Progress Monitoring IIP = Individual Instructional Planning

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Big Idea 1

Data-driven decisions

bring all students to benchmark

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Action Planning Starts With Taking a

Big Look At All K-3 Performance Data

1. End of year benchmark data

2. End of year outcome data

3. Content coverage and mastery in reading curriculum

1010

One Big Look at Data Summary

Look at entering % of

at risk kindergartners

1111

RF Kindergarten doing well

Goal: 25+ Nonsense Word Fluency by end of

year

SCHOOL 1 - Adequate ProgressSample Benchmark Data from Summary of

Effectiveness

1313

State Reading Outcome Results for School 1Spring 2005-2006

Grade Significantly

Below GL1%-20%

Below GL

21%-39%

Grade Level

40% or above

1st 45% 20% 35%

2nd 43% 1% 56%

3rd 50% 5% 45%

SCHOOL 1 - Spring Outcomes

District

School

GradeClassroom

GroupsIndividuals




Action Planning


1717

Big Idea 2

Action Planning sets

priorities and

determines next steps

Alterable Compone

ntLevel of Specific Enhancement

Options 1. 2. 3. 4.

Materials and

Instruction

Use core program to explicitly and systematically teach priority skills

Use enhancements of the core program (e.g., templates; lessons maps))Supplement with preteaching & reteaching

Supplement core with supplemental program(e.g., fluency building)

Replace core program with intervention-core program

Time(Opportuniti

es to Learn)

Schedule & deliver 90 min. of daily reading instruction

Increase opportunities to respond during core instruction (e.g., choral responding, increase pace, call more often on low performers

Schedule core + supplemental period daily (90 min. + 30min. or 90 min. + 45 min.)

Schedule two intervention sessions daily (a double dose of 90 min. + 60 - 90 min.)

Grouping for

Instruction

Within core, check group placement & provide combination of whole & small group instruction

Schedule additional small group instruction (9-10 students max) for specific skill practice

Reduce group size to 6-8 or to 3-5.

Provide individual instruction if needed

INCREASING INTENSITY

adapted from B. Harn, © 2004

Alterable Variables to Intensify Instruction

27

1919

Assess needs for an Intervention core program

The following sample of

grade-level team meeting

material has been taken

from the Reading First

program at Chief Leschi, BIA

school in Puyallup,

Washington

2121

Meet every two weeks with all reading staff from grade level

Use a Walk-to-Read plan

Chief Leschi’s Plan

Meetings scheduled to follow progress monitoring

2222

Teachers Bring 2 Documents

1. Curriculum placement and content coverage (showing lesson/unit progress and student tracking sheet w/ individual student notes)

2. Current Progress Monitoring

1. Curriculum Placement/Content Coverage

Des…. Unit 33Decode 3Story 3 4

Le…

Pay…..

Rus…..

Eliz…..

Please fill out immediately after reading and language block the day before your grade level meeting

Teacher Name: _________ Date: _________ Curriculum Placement: _________

Group Blue Unit/Day or Lesson

Group Green Unit/Day or Lesson

Des…. Unit 34Decode 4Review

Daniel may be ready to jump up to 36… will review & see.

Le…

Pay…..

Rus…..

Eliz…..

Group Orange Unit/Day or Lesson

Des…. Unit 36Decode 3Story 56

Le…

Pay…..

Rus…..

Eliz….. 23

District

School

GradeClassroom

GroupsIndividuals




Action Planning


2525

Grade level team meeting participants look at documents

together for placement decisions with their flexible

groupings

Next Step

2626

Questions Asked

Are students appropriately grouped?

Are better placements possible?

2727

GLTM Participants Review Individual Progress of Targeted Students

Is she passing her in-program fluency/ accuracy checkouts?

What is she struggling with - fluency and/or comprehension - robot reading?

Is she passing her end of selection/unit tests?

How is her comprehension?

2828

Individual Instructional Planning Using Alterable Variables

4. Assess with Aimline progress monitoring

1. Improve instructional program materials and instructional strategies

2. Increase amount of instructional time; Document with Tutoring log

3. Refine grouping at closest instructional level

Student Name: ______________Curriculum: ______________

Key:P = PreviewC = CompletedR = Review½ = In the Middle

Abbreviations:TD = Triple DoseDD = Double DoseAS = After SchoolRB = Reading Block

TD/AS(circle one)

DD/AS(circle one)

RB

5/5 Lesson/

Unit

5/4 Lesson/

Unit

5/3 Lesson/

Unit

5/2 Lesson/

Unit

5/1Lesson/

Unit

2006

TD/AS(circle one)

DD/AS(circle one)

RB

5/5 Lesson/

Unit

5/4 Lesson/

Unit

5/3 Lesson/

Unit

5/2 Lesson/

Unit

5/1Lesson/

Unit

2006

Tutoring Log

3030

General Outcome MeasuresIndividual Students

DIBELS - U. of Oregon

3131

Individual Instructional Planning Example

1. Annie and Austin both have IEPs with reading goals.

ASSESS

Kathryn B. Howe © 2004

2. Both have had intensive work in reading in the resource room and in an intensive curriculum. Annie and Austin are in the same instructional group. Both now have ORF data points that are consistently above their Aim Lines and now receive their instruction in the general education classroom in the core curriculum.

3232

1. At the 2nd grade team meeting, the team agrees that neither Annie nor Austin continue to need their current interventions for reading fluency.


3. The team agrees on a plan to work with Annie and Austin on comprehension.

PLAN


2. Annie’s and Austin’s classroom teacher and the LD teacher agree that both students need work on comprehension.

3333

3. The team expects that the comprehension instruction will have a positive effect on both fluency and comprehension scores.

REASSESS



1. Annie and Austin will both continue to be on a frequent monitoring schedule.

2. The team will continue to review their fluency data to assure that their scores don’t drop now that they are getting less fluency instruction.

3434

Big Idea 3

Powerful procedures make

Team Meetings work

3535

The Procedures

Purpose Meeting Structures/Roles Group Process Leadership/Planning Communication/Follow-Up Research Base Professional Development Motivation/Empowerment

Key Questions to Ask Yourself

Making Grade Level Teams Work

3636

Purpose

What is our focus? Over time? At each meeting?

PurposePurpose

Meeting Structure/Roles

Group Process

Leadership/ Planning

Communication/ Follow-Up

Research Base

Professional Development

Motivation/ Empowerment

PurposePurpose


Group Process



Research Base




3737

Possible Vision or Mission Statements

We can make each student in OUR care a successful reader!

Making OUR classrooms the best places for reading success

Let’s face the facts and do what needs to be done right now!


3838

GLTM Purpose Statements

Analyze and interpret student performance data

Plan timely interventions

Review available programs and supports

Determine necessary professional development

Make changes in instruction

3939

Team Meeting Focus

Aug Sept Nov/Dec Jan/Feb Mar/Apr May

Big Look

at Data

1st Benchmar

k

PM of Intensive/ Strategic Students

2nd Benchmar

k

PM ofIntensive Strategic Students

3rd Benchma

rk

Action Plan(s

)

Action Plan

refinement

Grouping

Individual and group instructional planning

Action Plan

refinement

Grouping

Individual and group instructional planning

Big Look at Data

Action Plan for

next year

PM = Progress Monitoring IIP = Individual Instructional Planning

4040

MeetingStructure/Roles

What predictable procedures organize our work?

Who does what?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



4141

Meeting Agendas

Two Examples in Your Packet Kihei Elementary - Hawaii Alabama Grade Level

Data Meeting Template Both have

Clear focus on data, action, and follow-up

Clearly established roles Emphasis on accountability


4343

Group Process

How do we work together?

How do we solve problems?

How do we manage time?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



4444

Norms - What are They?

They are the standards for how you agree to operate while you are in this group.

They need to be jointly developed and owned by each team member.

They need to be available and used early on by members when standards are not being met.


You have a sample of 8 norms for group meetings in your packet

4545

ProblemSolving Cycle

Assess and Interpret Data

Prioritize and Plan (problem-solve)

Implement

Analyze New Data and Reassess



4646

Leadership/Planning

What are our student achievement goals?

Are they the stretch we need? How are we doing? Are our actions getting us where

we want to go? What needs to change?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



4747

Communication and Follow-Up

Who needs to know what to

help us meet our student

achievement goals?

How do we make that happen?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



4848

Building Leadership

Team

District Leadership

Grade Level Team

K-3 Teachers

4949

Research Base

What does research say about what we need to do?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



5050


What do we need to know to do our jobs better?

What new skills will help us get our kids to benchmark?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



5151

Motivation /Empowerment

How do we stretch and celebrate?

At each meeting?

Over time?


Purpose


Group Process



Research Base



Purpose


Group Process



Research Base



5252

CelebrateSuccesses!!

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5454

Big Ideas for Team Meetings

Data-driven decisions bring all students to benchmark

Action Planning sets priorities and determines next steps

Powerful procedures make team meetings work

The ultimate success of this

presentation/workshop will be

determined by its contribution

to improve reading

performance in 2006-07

Reading First implementations

55

5656

Contact Information

Dr. Linda Carnine WRRFTAC5292 University of OregonEugene, OR 97403-5292541-346-1608 (Telephone)541-346-4649 (Fax)[email protected]@uoregon.edu

Dr. Jan Silverstein 303-399-9859 (Telephone)[email protected]

5757

Acknowledgements

Katie Tate

Debbie Turetzky

Dave Howe

Lisa Medler

For further information contact

Debbie Turetzky at 541-346-1608