Implementation of the Assurances - What It Takes!

Implementation Implementation of of

the Assurances the Assurances - -

What It Takes!What It Takes!Presented by:

Kristen Beckner

Roxanne Higgins

Marilyn Miles

Connie Tate

Reading FirstReading First

A national initiative focused on ensuring that all students are reading at grade level by the end

of third grade.

California PlanCalifornia PlanThe Assurances: critical success factors for districts serious about improving student achievement.

Designed to help LEAs apply the scientific research on how to teach all students to read proficiently.

AssuranceAssurancess

Internal Infrastructure of

California’s Reading First Plan

AssurancesAssurancesDistrict: Require, in Year 1, or

the first year the teachers work at a Reading First school site, participation of all teachers (K-3 and K-12 special education) in State approved AB 466 program (with LEA responsible for 80 hours of practicum).

Site: Require that all teachers (K-

3 and offer to K-12 special education) participate in Year 1, or in the first year the teachers work at a Reading First school site, the State Board approved AB 466 program (with LEA responsible for 80 hours of practicum).

AssurancesAssurances

AssurancesAssurances District: Require, in Year 1, or

the first year the principal works at the Reading First school site, participation of all principals (K-3 elementary schools) in State approved AB 75 - Module 1, California Principal Training Program.

Site: Attend, in Year 1, or the

first year the principal works at the Reading First school site, the AB 75 - Module 1, California Principal Training Program, based on the district’s State adopted reading/language arts instructional program.


AssurancesAssurances District: Require in Years 2 and

3, all teachers participate in comparable AB 466 professional development program for advancement of skills in use of adopted program and instructional strategies.

Site: Require in Years 2 and 3,

all teachers participate in comparable AB 466 professional development program for advancement of skills in use of adopted program and instructional strategies.


IssuesIssues Multiple and competing, not focused on

adopted program Professional development opportunities

available (some not focused on using adopted program)

Variability in quality of providers Scheduling trainings during instructional day,

after school, weekends, or non-contract time Challenges based on teacher contract

(required optimal training and associated costs)

Low completion rates of 80-hour follow-up

SolutionsSolutions Single-focused Initiative-Reading First Cohesive and high quality professional

development for teachers, coaches, and administrators

Contractual agreements for non-contract and district time professional development

Funding for volunteered participation and for required participation

Follow-up activities to include special coaching sessions, grade level meetings, scoring and analyzing 6-8 week skills assessments, district and site-based trainings

AssurancesAssurances District: Provide, with

coordinated guidance from state and regional centers, means for instructional supports to improve use of adopted program. Coaches Content experts Instructional specialists

Site: Assure that coaches are adequately prepared to serve as peer coaches to teachers implementing the adopted reading/language arts program.


IssuesIssues Access to information on how to

improve instructional practice Use of monitoring systems

(assessments and reporting) to inform how to improve instruction and learning

Qualified training of coaches School-site observation opportunities

SolutionsSolutions Attendance at LEA Sessions

[provided by C-TAC and R-TAC] 6-8 Week Skills Assessments and

OARS Attendance of Coaches and LEA’s

Coach Coordinator at Coach Institutes [provided by C-TAC]

LEA site visit teams and R-TAC team (3 times per year)

AssurancesAssurances District: Adopted and fully

implement the district’s State adopted K-3 instructional reading/language arts program for K-3 teachers and special education teachers; including the alternative Spanish version (if selected).

Site: Insist on and ensure the full implementation of the adopted reading/language arts program K-3 teachers


IssuesIssues Definition of FULLY IMPLEMENT:

Teacher determined or LEA determined

Development of Placing Schedule Holding on to past practices Reality of Expectation for Full

Implementation of Adopted Reading Language Arts Program

SolutionsSolutions Definition of FULLY IMPLEMENT:

Teaching the program with fidelity LEA and site monitoring adherence to

district developed pacing schedule On-going professional development

on fidelity and purpose of pacing schedule for adopted program

Coaches reinforcement of full use of program and pacing schedule

AssurancesAssurances District: Assure the adopted

reading/language arts program will be fully implemented and the daily instructional time will be protected from disruptions for minimum of 2.5 hours for Grades 1-3, and 1 hour for Kindergarten, through use of a pacing schedule.

Site: Support full implementation of the district’s State adopted reading/language arts instructional program and protect the daily instructional time from disruptions for a minimum of 2.5 hours for Grades 1-3, 2.5 hours and 1 hour for Kindergarten, through the use of a pacing schedule.


IssuesIssues Interruptions during

Reading/Language Arts block Pull-outs during

Reading/Language Arts block No classroom posting of minutes

for Reading/Language Arts block

SolutionsSolutions District and site monitoring of

instructional minutes Pacing schedule adherence Agreement on uninterrupted time

in AM schedule Communication between

classroom teachers and other staff on protecting instructional minutes for every school day

AssurancesAssurances District: Use and support only

supplemental materials, technology programs, or staff development programs that support the scientific research-based, adopted reading/language arts instructional program.

AssurancesAssurances Site: Ensure that any

supplemental materials, technology programs, or staff development programs will be in alignment with the scientific research-based, adopted program.

IssuesIssues Encroachment of extraneous

supplemental materials and staff development programs

Assertions of inadequacy of newly adopted reading/language arts program in beginning years of a new adoption

SolutionsSolutions LEA and site guidelines and review process

for use, any supplemental materials or professional development programs

District monitoring of selection of supplementals and professional development programs

Coaches involvement with review process for supplementals and professional development programs

Purpose of guidelines to maintain fidelity to adopted program and its embedded instructional practices

AssurancesAssurances District: Develop and implement

assessment plan for all Reading First schools based on valid and reliable instructional assessments from the recommended list, which includes a frequently used program monitoring assessment based on the instructional program.

AssurancesAssurances Site: Guide the monitoring of

student progress based on the instructional program assessment and others approved by the district; and use the results to make program decisions for the purpose of maximizing student achievement.

IssuesIssues Lack of understanding of purpose

and use of 6-8 Week Skills Assessments

Lack of an efficient and effective reporting system for use of 6-8 Week Skills Assessments

Lack of training on selection, administration, and use of diagnostic assessments

SolutionsSolutions On-going professional development

(see www.calread.net, click Assessments to locate training materials

6-8 Week Skills Assessments are used to guide instruction for ALL students

Coaches assistance in analyzing and interpreting data

Set schedule for reporting of assessment data

AssurancesAssurances District: Assure that all school

sits will support regular, collaborative, grade-level teacher meetings to discuss use of the instructional program, student result on the selected assessments, and will receive additional training

AssurancesAssurances Site: Organize and support

regular, collaborative, grade-level teacher meetings to discuss use of the instructional program and student results on the selected assessments, and to develop action plans for student interventions and/or additional teacher training.

IssuesIssues Unfocused grade-level meetings Lack of effective Action Plans Frequency of grade-level

meetings

SolutionsSolutions Consistent agenda template Grade-level meetings facilitated

by principal, coach, or grade-level lead

Purposeful use of data to determine appropriate instruction for ALL students

What It Takes!What It Takes!“Systemic change for

teachers will take time, and will also require serious and sustained efforts by district

and site administrators.”

Assurances for the Sake of Our Students

Every Student, Every Every Student, Every Classroom, Every Classroom, Every

Grade Level, Every Grade Level, Every YearYear

Assurances for the sake of our students hold the tremendous promise for providing equal

opportunities to succeed.

Assurances for the Sake of Our Students

See Handout On:See Handout On:

Key Action Elements Necessary for Improving Academic Achievement

Documents

Implementation of the Assurances - What It Takes!