B-ELL Leadership Professional Development Oregon Reading First October 2 nd, 2008 University of Oregon © 2008 by the Oregon Reading First Center Center

B-ELL Leadership Professional Development

Oregon Reading FirstOctober 2nd, 2008

University of Oregon

© 2008 by the Oregon Reading First CenterCenter on Teaching and Learning

Overview Celebrations Critical features of effective instruction Principal Walk Throughs Focus Groups Templates/Lesson Maps BELL Report Fall Leadership Webinar

Critical Features of Effective Instruction1. Instructor models instructional tasks when

appropriate.2. Lead3. Test4. Instructor provides explicit instruction.5. Instructor engages students in meaningful

interactions with language.

Continued6. Instructor provides multiple opportunities

for students to practice.7. Instructor provides corrective feedback

after initial student responses.8. Instructor encourages student effort.9. Students are engaged in the lesson during

teacher-led instruction.

Continued10. Students are engaged in the lesson

during independent work.11. Students are successful completing

activities at a high criterion level of performance.

12. Unison responses13. Behavior Management Support

Walk Throughs During Reading Instruction Have a purpose/goal for conducting

observations Have an established format/routine Walk throughs are more effective

conducted as a team Walk throughs are more effective when

teachers are given immediate verbal feedback

What is the next best thing?

Continued Take Spanish literacy coach with you when

observing Spanish reading instruction Remember that critical features of effective

instruction also pertain to Spanish Reading Instruction

Focus on student responses Opportunities to respond Correct student responses Error corrections Re-teaching concepts

Walk Through Feedback How is this done? What is the most effective way? How do you keep track of polishers? What follow up/support is given to

teachers? Are polishers tied to data? How often should walk throughs be

conducted?

Planning Differentiated Planning Differentiated Instructional Focus GroupsInstructional Focus Groups

Instructional Focus Number of Students in this Focus Group:

Assessment Plan:

Assessment:

Frequency (How often will you administer

this assessment?)

Criteria (List passing criteria for the specific assessment, ie, 80% mastery on in-

program assessments.)

In-Program Assessments

Select: Theme Skills Theme Skills plus Mastery checkouts Unit Test Unit Test plus Mastery checkouts Mastery Test Mastery Checkouts

DIBELS progress monitoring

NWF with Recoding ORF

Once a Month Once a Trimester

DIBELS Monthly Goals (refer to Table)

Other (i.e., Language for Learning)

Instructional Plan:

Whole Group Instruction: Start Time: End Time: Total # of Minutes: Start Time: End Time: Total # of Minutes: # Days/Week: Who will instruct the Whole Group?: What materials will be used during Whole Group instruction (make a list of specific components/activities)?

Core Program Materials Supplemental Program Materials Intervention Program Materials

Independent Practice: Total # of Minutes/Student: What materials will be used for independent practice (make a list of specific program components/activities)?

Core Program Materials Supplemental Program Materials Intervention Program Materials

Instructional Focus (page 2) Small Group-Dose # : What is the small group plan?

Instructor’s Name:

Group Size: List Student Names:

Within 90 min?

Outside 90 min?

Start Time

End Time

Total # of

Minutes #Days/Week

What materials will be used during this Small Group instruction (list components/activities)? Core Program Materials Supplemental Program Materials Intervention Program Materials

Small Group-Dose # : What is the small group plan?

Instructor’s Name:

Group Size: List Student Names:

Within 90 min?

Outside 90 min?

Start Time

End Time

Total # of

Minutes #Days/Week

What materials will be used during this Small Group instruction (list components/activities)? Core Program Materials Supplemental Program Materials Intervention Program Materials

When will the Grade Level Team revisit this Instructional Plan?

Instructional Focus #1 Description:Students who significantly exceed grade level Benchmarks

based on DIBELS and pass all sections of the Unit/Theme Skills Assessments.

Instructional Focus: Reading material at student’s instructional level, mastery of critical skills at student’s instructional level, strategies from student’s instructional level, advanced vocabulary when appropriate.

High benchmark students will benefit from systematic grade level Core instruction (particularly explicit vocabulary and comprehension instruction) in addition to coordinated and well-planned enrichment reading activities.

Do not remove your students from the grade-level core program!!

Recommended Criteria for Recommended Criteria for Identification of “High” Identification of “High” Benchmark StudentsBenchmark StudentsThe High Benchmark Student has achieved the following data

goals: met the end-of-year DIBELS benchmark goal for their

grade level. passed grade-level sections of a Phonics Screener. passed all previous Unit/Theme Skills Assessments. consistent high performance throughout their years in

school.You may also want to consider: parent input supporting a “high” benchmark status. appropriate classroom behavior skills.

Instructional Focus #2 Description:Students who have been classified with a Benchmark

Instructional Recommendation based on DIBELS and pass all sections of the Unit/Theme Skills Assessments.

Instructional Focus: Mastery of grade-level core program.

Theme Skills AssessmentsTheme Skills AssessmentsDate of Test: October 14, 2008 Small Groups, Whole or Individual:HM Level (theme): 1 Off to Adventure Group Level (strategic, benchmark): benchmark

A B C D E F G I

Sequence of Events

Making Inferences

Cause and

Effect

Information and Study

SkillsBase Words Syllabication

Inflected Endings Vocabulary

5 5 5 5 5 5 5 10Alexandra 2 2 2 3 4 0 3 4 44%Avria 5 4 5 4 5 5 4 3 78%Jennifer 5 5 5 5 5 4 4 5 84%Andrew 4 4 3 5 0 4 5 8 73%Samuel 5 5 5 5 4 4 5 9 93%Trevor 4 4 4 5 5 4 4 8 84%Macaila 4 5 4 5 5 5 4 5 82%Jeremy 4 5 3 4 4 5 4 6 78%Joyce 5 4 3 4 5 4 5 4 76%Julissa 4 4 5 5 5 4 5 5 82%Elena 3 4 3 3 1 3 4 7 62%Emily 5 4 5 4 4 5 4 3 76%Natsumi 4 5 4 5 5 4 4 6 82%Anh-Kenny 4 4 5 4 5 4 3 6 78%Alec 4 3 3 5 5 5 4 8 82%Justin 4 5 3 4 4 3 4 0 60%Dasha 3 5 3 3 4 5 4 6 73%Angelina 4 5 5 5 4 5 4 5 82%Brandon 5 3 3 5 5 4 5 7 82%Faith 4 5 3 5 5 5 0 6 73%Francisco 5 5 5 4 5 5 4 5 84%

Total % Correct 83% 86% 77% 88% 85% 83% 79% 55%

PassNo Pass

Third Grade Theme Test Results

Instructional Focus #3 Description:Students who have been classified with a Benchmark

Instructional Recommendation based on DIBELS and fail one or more sections of the Unit/Theme Skills Assessments.

Instructional Focus: Additional explicitness and practice (pre-teaching and re-teaching) to achieve mastery of grade level Core program.

Instructional Focus #4 Description:Students who have been classified with a Strategic

Instructional Recommendation based on DIBELS and pass all sections of the Phonics/Decoding Screening Assessment.

Instructional Focus: Mastery of grade level Core program with explicit small group fluency, vocabulary and comprehension instruction and practice opportunities.

Using Data to Develop Using Data to Develop Instructional Plans: Phonics Instructional Plans: Phonics ScreenersScreeners

Phonics screening tools are used to identify students’ phonics gaps to better target instruction.

Example: Houghton Mifflin Phonics Decoding Screener

Short Vowels in CVC Words Score sip cat let but hog (real) vop fut dit keb laz (pseudo) /10

Task

5A Comments:

Short Vowels, digraphs, and -tch trigraph Score when chop rich shut match (real) wheck shom thax phitch chud (pseudo) /10

Task

5B Comments:

Consonant blends with short vowels Score stop trap quit spell plan (real) stig brab qued snop dran (pseudo) clip fast sank limp held (real) frep nast wunk kimp jelt (pseudo) /20

Task

5C Comments:

Long-Vowel Spellings Score tape key lute paid feet (real) loe bine joad vay soat (pseudo) /10

Task

5D Comments:

r- and l-Controlled Vowels Score bark horn chirp term cold (real) ferm dall gorf murd char (pseudo) /10

Task

5E Comments:

Instructional Focus #5 Description:Students who have been classified with a Strategic

Instructional Recommendation based on DIBELS and fail one or more sections of the Phonics/Decoding Screening Assessment.

Instructional Focus: Additional explicitness and practice (pre-teaching and re-teaching) to achieve mastery of grade level Core program and explicit small group instruction to re-teach critical deficient decoding skills. Include extra practice to become fluent with the skills once they have been mastered.

Lesson Plans: HM Power Phonics Lessons (For Students who failed HM Phonics Screener Task 5A)

Day:

Phonemic Awareness Warm-Up

Templates 5 or 6

Teach Sound/Spelling

Template 7 Blending Practice

Template 8

Word Reading Regular and

Irregular Template 3

Apply to Decodable Text

Templates 11, 12, 13, 14 Dictation

Lines of Practice (or)

Fluency Practice (1 minute) (2 minutes) (2 minutes) (2 minutes) (15 minutes) (8 minutes) (8 minutes)

Target Skill: Short Vowel a and CVC Blends

Day 1

Card 5 m/a/d f/i/g n/u/t b/e/t t/e/n f/u/n p/a/n s/i/p

Sound/Spelling Card : short a t b n h v c s m r t b n t b n h

sat, sap, Sam, ham bat, tab, van, rat mat, sad, nag, hat

Regular: (same as blending words) Irregular: to, see, I, my my, like, see, to

Phonics Library: Kinder - T5W1D2 Nat, Pat, and Nan

Lines of Practice

Day 2

Card 5 d/o/g c/a/t f/r/o/g h/a/t f/i/n b/e/t b/i/g c/a/b

Sound/Spelling Card : short a p c v h n b t p m s r p c p v h

pat, tap, Nan, van pan, sat, mat, hat bat, mat, vat, cat

Regular: (same as blending words) Irregular: go, and, to, like and, I, see, my like, go, and, to

Phonics Library: Kinder - T5W2D3 Go, Cat!

short a pat tap cat bat pan Nan van

Day 3

Card 5 s/a/m r/a/p p/a/n h/o/t s/i/p m/e s/u/n l/u/v

Sound/Spelling Card : short a g p c v h n b t r s m g p s r g

sag, mat, rat, pat vat, Nat, bat, at hat, ham, sat, bag

Regular: (same as blending words) Irregular: go, I, see, and and, to, like, my my, I, and, go

Phonics Library: Kinder - T5W3D3 Pat and Nan

short a mat pat Nat bat ham bag sag

Kinder HM

Theme 5 Mastery

Assessment

Assess Blending: /h/ /a/ /t/ (hat) /m/ /e/ /n/ (men) /t/ /o/ /p/ (top)

Assess Sounds: /s/ /m/ /r/ /a/ /t/ /b/ /n/ /h/ /v/ /c/ /p/ /g/ /f/

Assess Words: fan pat tag can sag

Assess Words: I see like my to and go

Assessment Notes: 1. Individually assess each student for mastery of skills. 2. Students must read the regular words the fast way

(recoded). 3. If students have not mastered these skills, repeat

Days 1-3 one time and then reassess for mastery. If they fail this assessment a second time, change their instruction.

Instructional Focus #6 Description:Students who have been classified with an Intensive

Instructional Recommendation based on DIBELS

Instructional Focus: Explicit small group instruction to master basic phonemic blending and segmenting, letter/sound associations, basic blending and decoding skills. They will also need vocabulary and comprehension instruction. Include extra practice to become fluent with

the skills once they have been mastered.

Templates Overview/Critical Features Big Ideas When Teaching Templates (1-11) Model, Lead, Test (MLT) One of the best ways to ensure student success is

for teachers to instruct using the MLT format. Why is this important? The MLT format helps students to receive appropriate scaffolding support, before attempting to provide a response to a given stimulus. Students are given an opportunity to hear, practice, and understand new concepts/skills before ultimately providing individual responses.

Continued Clear and Consistent Signal Always remember to use a clear and consistent

signal when instructing. Why is this important? Providing a clear and consistent signal elicits timely responses from students. When signals are inconsistent or altered, students have a difficult time discriminating between when to respond or when to attend to the teacher’s instruction/directions. A clear and consistent signal allows students to focus on concepts and not on irrelevant features.

Continued Error Corrections Everyone needs feedback! It is so much easier to

correct errors as soon as they occur than waiting for prolong periods of time before correcting errors. The more we wait, the longer it will take to correct. Errors should be corrected immediately, swiftly, and with limited teacher talk. Why is this important? This is important because students should always practice academic skills correctly, teachers should always keep in mind to maintain a good pace while teaching (students are more likely to stay on task), and limiting teacher talk ensures more time devoted to teaching and student learning.

Continued Big Ideas When Teaching Templates (12-

17) Teaching fluency “big ideas” Teaching vocabulary “big ideas” Teaching comprehension “big ideas”

B-ELL Report Grade K Students Who Made Adequate Progress on DIBELS/IDEL Measures

Fall 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

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Stu

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Ma

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Pro

gre

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

Figure 1-

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


ORF FLO ORF FLO ORF FLO ORF FLO



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Ad

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ress


Figure 1-


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)




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Pro

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Figure 1-


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)




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Figure 1-

Grade K Student Performance on NWF and FPS, by School: Oregon Reading First Cohort B-ELL Spring 07 & Spring 08

43.636.1

76.6

91.9

37.9

47.6

23.1 23.8

45.7

69.2

22.7

65.4

18.225.0 27.3

61.1

17.9 36.1

4.3

5.4

27.6

23.8

15.4

33.3

25.7

19.2

22.7

19.2

9.1

25.027.3

11.1

38.5

27.819.1

2.7

34.528.6

61.5

42.9

28.6

11.5

54.5

15.4

72.7

50.045.5

27.8

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08

NWF FPS NWF FPS NWF FPS NWF FPS


School | Assessment | Year

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% Low Risk % Some Risk % At-Risk

Figure 2-1

Grade 1 Student Performance on ORF and FLO, by School: Oregon Reading First Cohort B-ELL Spring 07 & Spring 08

50.0

61.9 62.567.4

18.5

28.637.0

28.6 29.2

61.9

27.3

47.6

33.3 33.3

46.7

91.7

37.5 14.3

37.523.3

33.3

28.6

25.9

33.3 29.2

14.3

22.7

19.0

6.7

33.3

33.3

8.312.5

23.8

0.0

9.3

48.142.9

37.0 38.141.7

23.8

50.0

33.3

60.0

33.3

20.0

0.0

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08




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Figure 2-2


18.9

38.743.2

59.4 57.1

47.4

71.4

52.6

43.536.8

33.340.0

21.4

50.010.8

12.9

35.1

28.1

9.5

5.3

14.3

26.3

30.4

21.1

45.825.0

28.6

21.470.3

48.4

21.6

12.5

33.3

47.4

14.321.1

26.1

42.1

20.8

35.0

50.0

28.6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

(n=37) (n=31) (n=37) (n=32) (n=21) (n=19) (n=21) (n=19) (n=23) (n=19) (n=24) (n=20) (n=14) (n=14)

06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08




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Figure 2-3


27.632.4 32.4

17.1

39.1

66.7

39.1 40.9

25.0

40.0

11.8

26.3

34.5

35.3

44.1

48.6

34.8

28.6

30.422.7

25.0

50.0

23.5

21.1

37.932.4

23.5

34.326.1

4.8

30.436.4

50.0

10.0

64.7

52.6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

(n=29) (n=34) (n=34) (n=35) (n=23) (n=21) (n=23) (n=22) (n=16) (n=20) (n=17) (n=19)

06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08




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Figure 2-4

Project Wide Student Performance on DIBELS and IDEL, by Grade: Oregon Reading First Cohort B-ELL Spring 07 & Spring 08

40.445.5 47.2

65.7

33.7

51.044.8

57.7

35.8 37.3

47.651.8

30.9

44.0

29.726.3

21.9

27.3

13.2

15.7

29.6

19.8 30.2

22.7

16.0 15.7

32.9 25.9

32.4

37.3

35.134.2

37.7

27.3

39.6

18.6

36.729.2

25.019.6

48.1 47.0

19.5 22.4

36.8

18.7

35.139.5

0%

20%

40%

60%

80%

100%


06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08

NWF FPS ORF FLO ORF FLO ORF FLO

Kindergarten Grade 1 Grade 2 Grade 3

Grade | Assessment | Year

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Figure 2-5

Grade K Student Performance on SAT-10 and Aprenda, by School: Oregon Reading First Cohort B-ELL 06-07 & 07-08

29.032.4

65.1

78.4

36.0

4.813.6

10.0

30.3

54.2

16.7

29.2 30.038.9

50.0

61.1

45.2 35.1

30.2

13.5

20.0

42.9

40.9

30.0

42.4

25.0

16.7

33.3

20.0

22.2

50.022.2

25.832.4

4.78.1

44.052.4

45.5

60.0

27.320.8

66.7

37.5

50.0

38.9

0.0

16.7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08

SAT-10 Aprenda SAT-10 Aprenda SAT-10 Aprenda SAT-10 Aprenda



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% At or Above Grade Level % Below Grade Level % Significantly Below Grade Level

Figure 3-1

Grade 1 Student Performance on SAT-10 and Aprenda, by School: Oregon Reading First Cohort B-ELL 06-07 & 07-08

22.6 22.0

96.9 95.2

12.0 9.5

68.0

80.0

0.0

40.0

65.070.0

20.0

33.3

85.7

100.0

22.6

53.7

3.12.4

28.028.6

20.0

15.0

50.0

30.0

25.020.0

26.7

25.0

0.0

0.0

54.8

24.4

0.0 2.2

60.0 61.9

12.05.0

50.0

30.0

10.0 10.0

53.3

41.7

14.7

0.0

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08




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Figure 3-2

Grade 2 Student Performance on SAT-10 and Aprenda, by School: Oregon Reading First Cohort B-ELL 06-07 & 07-08

22.629.0

97.293.8

50.0

35.3

100.094.7

10.0 10.5

77.3 75.0

0.0

71.425.8 16.1

2.86.3

38.9

47.1

0.05.3

30.0

63.2

22.7

15.0

38.5

28.6

51.6 54.8

0.0 0.0

11.117.6

0.0 0.0

60.0

26.3

0.0

10.0

61.5

0.0

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

(n=31) (n=31) (n=36) (n=32) (n=18) (n=17) (n=20) (n=19) (n=20) (n=19) (n=22) (n=20) (n=13) (n=14)

06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 07-08 07-08




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Figure 3-3

Project Wide Student Performance on SAT-10 and Aprenda, by Grade: Oregon Reading First Cohort B-ELL 06-07 & 07-08

31.3 33.0

41.949.5

14.3

24.5

80.287.2

26.121.3

92.385.9

35.4 32.0

32.323.2

30.8

39.4

12.1

8.5

30.4 37.5

7.711.8

33.3 35.0

25.8 27.3

54.9

36.2

7.74.3

43.5 41.3

0.0 2.4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

(n=99) (n=100) (n=93) (n=99) (n=91) (n=94) (n=91) (n=94) (n=69) (n=80) (n=78) (n=85)

06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08 06-07 07-08

SAT-10 Aprenda SAT-10 Aprenda SAT-10 Aprenda

Kindergarten Grade 1 Grade 2

Grade | Assessment | Year

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Figure 3-4

Documents

B-ELL Leadership Professional Development Oregon Reading First October 2 nd, 2008 University of Oregon © 2008 by the Oregon Reading First Center Center