B-ELL Leadership Session May 26, 2009 Jorge Preciado University of Oregon © 2009 by the Oregon Reading First Center Center on Teaching and Learning.

B-ELL Leadership SessionMay 26, 2009

Jorge Preciado

University of Oregon

© 2009 by the Oregon Reading First CenterCenter on Teaching and Learning

Overview

LogisticsCelebrationsSustaining Reading FirstData Presentation/DiscussionSchool Data PostersLeadership Action PlansClosing statements

Celebrations

1. What grade level(s) made the biggest growth for adequate progress?

2. Did first grade strategic students receive a minimum of 20 minutes of connected text practice?

3. What grade levels had the largest percentage of intensive students make adequate progress?

4. How has the reading culture at your school changed over the past few years?

Sustainability

“...the ability of a staff to maintain the core beliefs and values (culture) of a program

...and use them to guide program adaptations over time...”

...while maintaining improved or enhanced outcomes.

-adapted from Century and Levy, 2002

What do we want to sustain?

adaptabilitysystems

effective practices

reading culture

Improved outcomes

RF Elements + Systems Variables = Sustained Outcomes

Program Elements

SBRR Instruction and Materials (Curriculum)

Differentiated Instruction and Interventions

Data Analysis & UseFormativeAssessment System

Professional Development and

Coaching

Systems Variables

Focused Reading Culture

Sufficient Resources($ / Time)

Effective School & District Leadership /

Support

Improved Student

Achievement

(RMC Research Corporation, 2009)

Program Elements

SBRR Instruction and MaterialsDifferentiated Instruction and interventionsData Analysis and Formative assessment

systemsProfessional Development/Coaching

Team Discussion

Look over the four critical features pertinent to program elements and discuss with your team keepers and polishers. Choose two of the four critical features that are the most challenging to your staff and assign three keepers and one-two polishers as you move forward to next year and beyond. Use the form provided.

System Variables

District and school leadershipSufficient resourcesFocused Reading CulturePrimary goals and formative goalsEvaluation of healthy systems (e.g.,

structural elements of system and quality of implementation)

Team Discussion

Look over the five critical features pertinent to system variables and discuss with your team keepers and polishers. Choose two of the five critical features that are the most challenging to your staff and assign three keepers and one-two polishers as you move forward to next year and beyond. Use the form provided.

What are the greatest barriers to sustainability?Traditional thinking:

Expiration of funding

Turnover of key staff

Changing priorities

Other factors outside our control

Alternate view:

Erosion of culture and commitmentSchool’s failure to focus on the variables they

control

Sustaining Reading First: A Premise...Those who are able to sustain the improved

outcomes they have attained under Reading First will be those who:

see Reading First not as a funding stream, but as a different way of thinking about teaching and learning

see the management of change as a systems level process

(RMC Research Corporation, 2009)

Lessons Learned

Three key factors that play the greatest roles in determining sustainability:

1. Shared leadership (and accountability) for desired outcomes

2. School culture around desired outcomes

3. Use of data to monitor, adjust and make important decisions related to outcomes

Datnow, 2005

Sustainability Findings Schools that sustained reforms

More continuity of leadership (leadership) More commitment among stakeholders (culture) The reform was an obvious feature of the structure and culture of the

school (culture) More likely that principal played a key role in bringing reform effort to

the school (leadership) School-level factors that inhibited sustainability:

The presence of competing reforms (lack of focus--leadership) Greater turnover in leadership Lack of buy-in initially and even after several years of implementation

(culture) Greater misunderstanding/criticism about the reform (culture)

(adapted from Datnow, 2005)

Summary

Sustainability is possible, if:There are improved results to build upon.A strong implementation is maintained.Strong leadership, culture and systems

elements are present to provide on-going support for implementation.

(adapted from Datnow, 2005)

IDEL Spring 08-09 Data

IDEL Winter-Spring 08-09 Histogram Tables

IDEL Winter-Spring 08-09 Summary of Effectiveness Reports

Longitudinal Data

Cohort B-ELL FSF Spring 08- 09 Comparison Data

Low Risk Some Risk

At Risk Total Students

*K 57% 15% 28% 53

1st 85% 8% 7% 64

Low Risk Some Risk


K 66% 21% 13% 86

1st 85% 12% 7% 71

B-ELL Cohort IDEL FSF (PSF) Spring 08

B-ELL Cohort IDEL FSF (PSF) Spring 09

* No Data Reported for Liberty in Spring of 2008

Low Risk Some Risk


*K 61% 23% 17% 53

1st 70% 14% 16% 64

Low Risk Some Risk


K 61% 12% 27% 86

1st 66% 16% 18% 86

Cohort B-ELL FPS Spring 08- 09 Comparison Data

B-ELL Cohort IDEL FPS (NWF) Spring 08

B-ELL Cohort IDEL FPS (NWF) Spring 09

* No Data Reported for Liberty in Spring of 2008

Cohort B-ELL FLO Winter 08-09 Comparison Data

B-ELL Cohort IDEL FLO (ORF) Spring 08 Low Risk Some

RiskAt Risk Total

Students

1st 56% 20% 24% 64

2nd 52% 23% 25% 63

*3rd 33% 22% 45% 41

1st 56% 20% 24% 71

2nd 63% 20% 17% 63

3rd 41% 22% 37% 61

B-ELL Cohort IDEL FLO (ORF) Spring 08

B-ELL Cohort IDEL FLO (ORF) Winter 09

* Rigler did not have a third grade class in 07-08

Low Risk Some Risk


1st 56% 20% 24% 64

2nd 52% 23% 25% 63

*3rd 33% 22% 45% 41

1st 56% 20% 24% 71

2nd 63% 20% 17% 63

3rd 41% 22% 37% 61



% at Established (Low Risk) Spring 2009

School

K (FSF)

K (FPS)

1st (FPS)

1st (FLO)

2nd (FLO)

3rd (FLO)

Rigler 72% 68% 61% 78% 45% 70%

McNary Heights 61% 57% 73% 62% 64% 25%

Liberty 64% 58% 64% 27% 79% 28%

% Of Students at Each Grade Level Making Adequate Progress

School K (FSF)

K (FPS)

1st (FPS)

1st (FLO)

2nd (FLO)

3rd (FLO)

Rigler 77% 68% 60% 70% 59% 70%

McNary Heights 74% 63% 74% 60% 67% 28%

Liberty 72% 66% 73% 45% 79% 28%

School Percent of Total Students Making

Adequate Progress (includes # of students)

Percent of Intensive Students Making


Percent of Strategic Students Making


Percent of Benchmark Students Making


Winter to

Spring2008

Winter to

Spring2009

Percent Change (+ or -)

Winter to Spring2008

Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009

Percent Change (+

or -)

Winter to

Spring2008

Winter to

Spring2009


Cohort B 65%32/49

74%60/81

+9 50%9/18

66%19/29

+16 76%13/17

66%19/29

-10 71%10/14

96%/22/23

+25

*Liberty 0%0/0

72%23/32

+72 0%0/0

59%10/17

+59 0%0/0

80%4/5

+80 0%0/0

90%9/10

+90

McNary Heights

88%21/24

74%20/27

-14 75%6/8

75%6/8

0 100%8/8

55%6/11

-45 88%7/8

100%8/8

+12

Rigler 44%11/25

77%17/22

+33 30%3/10

75%3/4

+45 56%5/9

69%9/13

+13 50%3/6

100%5/5

+50

Cohort B-ELL SchoolsKindergarten - FSF

* No Data Reported for Liberty in Spring 2008 (FSF)

Cohort B-ELL SchoolsKindergarten - FPS









Winter to

Spring2008

Winter to

Spring2009



Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Cohort B 73%38/52

65%53/81

-8 67%12/18

48%14/29

-19 70%14/20

72%21/29

+2 86%12/14

91%21/23

+5

*Liberty 0%0/0

66%21/32

+66 0%0/0

47%8/17

+47 0%0/0

80%4/5

+80 0%0/0

90%9/10

+90

McNary Heights

70%19/27

74%20/27

+4 63%5/8

63%5/8

0 73%8/11

73%8/11

0 75%6/8

88%7/8

+13

Rigler 76%19/25

68%15/22

-8 70%7/10

25%1/4

-50 67%6/9

69%9/13

+2 100%6/6

100%5/5

0

* No Data Reported for Liberty in Spring 2008 (FPS)

Cohort B-ELL SchoolsFirst Grade - FLO









Winter to

Spring2008

Winter to

Spring2009



Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Cohort B 63%38/60

62%42/68

-1 32%5/16

24%5/21

-8 62%16/26

59%10/17

-3 94%17/18

90%27/30

-4

Liberty 43%9/21

45%10/22

+2 33%3/9

33%5/15

0 33%3/9

50%2/4

+17 100%3/3

100%/3/3

0

McNary Heights

58%11/19

60%14/23

+2 29%2/7

0%0/4

+29 75%6/8

25%1/4

-50 75%3/4

87%13/15

+12

Rigler 90%18/20

78%18/23

-12 0%0/0

0%0/2

0 78%7/9

78%7/9

0 100%11/11

92%11/12

-8

Cohort B-ELL SchoolsSecond Grade - FLO









Winter to

Spring2008

Winter to

Spring2009



Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Cohort B 61%38/62

71%44/62

+10 30%7/23

38%6/16

+8 45%5/11

40%4/10

-5 93%26/28

94%34/36

+1

Liberty 74%14/19

89%17/19

+15 56%5/9

75%3/4

+19 100%1/1

80%4/5

-20 89%8/9

100%10/10

+11

McNary Heights

50%10/20

67%14/21

+13 22%2/9

0%0/5

-22 33%1/3

0%0/0

-33 88%7/8

88%14/16

0

Rigler 60%14/23

59%13/22

-1 0%0/5

43%3/7

+43 43%3/7

0%0/5

+43 100%11/11

100%10/10

0

Cohort B-ELL SchoolsThird Grade - FLO









Winter to

Spring2008

Winter to

Spring2009



Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Winter to

Spring2008

Winter to

Spring2009


Cohort B 38%16/42

44%26/59

+6 14%2/14

0%0/19

-14 10%1/10

40%2/5

+30 72%13/18

69%24/35

-3

Liberty 45%10/22

28%5/18

-17 20%1/5

0%0/5

-20 0%0/5

0%0/2

0 75%9/12

45%5/11

-30

McNary Heights

30%6/20

28%5/18

-2 11%1/9

0%0/9

-11 20%1/5

50%1/2

+30 67%4/6

57%4/7

-10

*Rigler N/A 70%16/23

+70 N/A 0%0/5

0 N/A 100%1/1

+100 N/A 88%15/17

+88

*Rigler did not have a third grade Spanish literacy class in 2007-2008

B-ELL Cohort B Longitudinal Data

Grade K Students Who Made Adequate Progress on DIBELS/IDEL MeasuresFall to Spring 06-07 & 07-08, by School: Oregon RF Cohort B ELL

59.5

81.8

59.3

38.1

60.6

52.6

18.2

54.557.1

97.1

61.9

52.4

80.0

95.0

37.5

64.7

0

10

20

30

40

50

60

70

80

90

100

(n=37) (n=35) (n=44) (n=35) (n=27) (n=21) (n=21) (n=21) (n=33) (n=20) (n=19) (n=20) (n=11) (n=16) (n=11) (n=17)

NWF FPS NWF FPS NWF FPS NWF FPS

Fern Hill Liberty/South Prairie McNary Heights Rigler

School and Assessment

Per

cen

t o

f S

tud

ents

Mak

ing

Ad

equ

ate

Pro

gre

ss

Adequate Progress 06-07 % Adequate Progress 07-08 %

Figure 1-1

First Grade

Grade 1 Students Who Made Adequate Progress on DIBELS/IDEL MeasuresFall to Spring 06-07 & 07-08, by School: Oregon RF Cohort B ELL

74.2

84.4

50.0

56.5

47.6

42.9 41.7

66.764.3

79.1

40.0

50.0

76.5

70.6

41.7

90.9

0

10

20

30

40

50

60

70

80

90

100

(n=31) (n=42) (n=32) (n=43) (n=24) (n=20) (n=23) (n=20) (n=21) (n=17) (n=21) (n=17) (n=12) (n=12) (n=12) (n=11)

ORF FLO ORF FLO ORF FLO ORF FLO



Per

cen

t o

f S

tud

ents

Mak

ing

Ad

equ

ate

Pro

gre

ss


Figure 1-2

Second Grade


26.5

60.0

65.0

85.0

66.763.6

40.0

63.3

58.8

83.3

42.1

55.0

21.4

57.1

0

10

20

30

40

50

60

70

80

90

100

(n=34) (n=30) (n=35) (n=30) (n=20) (n=17) (n=20) (n=18) (n=21) (n=19) (n=22) (n=20) (n=na) (n=14) (n=na) (n=14)




Per

cen

t o

f S

tud

ents

Mak

ing

Ad

equ

ate

Pro

gre

ss


Figure 1-3

Third Grade


48.3

57.6

81.0

59.1

43.8

11.8

57.6

29.4

95.2

50.0

60.0

36.8

0

10

20

30

40

50

60

70

80

90

100

(n=29) (n=33) (n=33) (n=34) (n=21) (n=21) (n=22) (n=22) (n=16) (n=20) (n=17) (n=19)




Per

cen

t o

f S

tud

ents

Mak

ing

Ad

equ

ate

Pro

gre

ss


Figure 1-4

Data Boards and Posters

Look at your data boards. Look at the grade levels who have a healthy system and discuss.

Look at your data boards. Look at the grade levels who do not have a healthy system and discuss, and brainstorm polishers.

Write 2-3 measureable outcomes to improve systems.

Healthy Systems

75% of Grade 1 students (56/75) met the Spring FLO benchmark goal.

80% of Grade 2 students (60/75) met the Spring FLO benchmark goal.

85% of Kindergarten students (64/75) met the Spring FSF benchmark goal.

Unhealthy Systems

29% of Grade 1 Students (22/75) met the Spring FLO benchmark goal.


14% of Kindergarten Students (10/69) met the Spring FSF benchmark goal.

Systems Measureable Outcomes


First grade students will be assessed on IDEL within the first week of school.

By September of 2009, all first grade teachers will have data to group students for individualized small group instruction.

By September of 2009, intensive students will begin receiving targeted small group instruction (e.g., phonics skills and connected text) for a minimum of 40-45 minutes within the second week of school.

By September of 2009, strategic students will begin receiving targeted small group instruction (e.g., phonics skills and connected text) for a minimum of 30 minutes within the second week of school.

Systems Measureable Outcomes


By September of 2009, intensive second grade students will begin receiving targeted small group instruction (e.g., phonics skills and connected text) for 45 min. within the second week of school.

By September of 2009, intensive second grade students will have 15 minutes of skill based practice, 20 minutes of connected text reading, and 10 minutes to complete worksheets during the targeted 45 minutes of small group reading instruction.

Leadership Actions

What will district leadership provide to support the reading culture at your school?

What will school leadership provide to support the reading culture at your school?

Look at your systems that were ineffective and write 2-3 measureable outcomes.

Leadership Measureable Outcomes

By September of 2009, district will provide IDEL data collectors so that schools can assess K-3 students by the first week of school.

By August of 2009, school administrator will meet with literacy coach and grade level teachers to plan and disseminate monthly professional development to K-3 teachers.

By September of 2009, school administrator/literacy coach will review IDEL scores with K-3 teachers to form and plan reading small group instruction by the second week of school.

Share Out

Share leadership outcomes with peers?How did you derive at these actions?How will these actions change and/or

sustain the reading culture at your school?What is one leadership action that you

would like to implement as soon as school begins in the fall of 2009?

Closing Thoughts

Remember that sustaining a reading culture takes a relentless pursuit to provide children with the necessary literacy skills to compete and sustain in a global economy.

Remember that strong leadership and systems elements makes it easier to sustain strong and vibrant reading cultures.

B-ELL Leadership Session May 26, 2009 Jorge Preciado University of Oregon © 2009 by the Oregon Reading First Center Center on Teaching and Learning.

Documents

oregon reading

critical features pertinent

erosion of culture

values culture

team keepers

onetwo polishers

desired outcomesschool

sustainability findingsschools