Post on 22-Dec-2015
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Optimizing School & District Variables for a
Successful Reading First Implementation
ORF Leadership SessionOctober 20-21, 2005
Dr. Stan Paine, Interim DirectorCenter on Teaching & Learning
University of Oregon
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Today’s focusToday’s focus
Leadership roles in Reading First schools
Leadership notebook Implementation checklists Supporting your school’s
implementation Data-based leadership model Leadership roles revisited
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Leadership roles in RFLeadership roles in RF
Who are (or can be) the leaders in your school’s Reading First implementation?
What main things do each of these leaders do to support Reading First in your school?
One thing I could do in my role to more strongly support the RF project is.....
One thing that would be helpful for other RF leaders to do in support of RF is .....
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Continued Improvement
Great leaders are never satisfied with current
levels of performance. They are restlessly driven by
possibilities and potential achievements. --Donna Harrison
Excellence is not a point you reach.
It is a commitment you make to keep
improving.
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The ContextThe Context
We need to remember: what it’s all about..... what’s possible..... what’s most essential..... what’s most productive..... what’s most important.... how it all fits together.....
We call this: mission vision focus (goals) strategies wisdom empowerment
Premise: This is work with a powerful purpose. We know enough to be successful at it.
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“Explaining failure.....”“Explaining failure.....”
dysfunctional families negative peer influence negative effects of media
television, movies video games,music
drugs poverty violence
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School & district variablesSchool & district variables
The role of the principal The role of the reading coach The support of district staff Collaboration among all
stakeholders The insightful use of curriculum
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School & district variables (cont.)
School & district variables (cont.)
Use of time Use of data Use of other resources
money (funding) people (staffing)
Professional development Culture of success
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The role of the principalThe role of the principal
The successful RF principal:
communicates high expectations for reading to all
is visibly connected to all aspects of reading is involved in reading meetings & training
activities assures that data are used to improve reading communicates regularly with coach, staff and
district leaders about reading program & results
When the principal leads, the school succeeds
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The role of the principal (cont.)
The role of the principal (cont.)
The successful RF principal:
provides differential supervision and support around reading
develops a reading culture manages resources for reading participates in PD on reading
(e.g., instruction, leadership) seeks support, TA as needed
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The role of the coachThe role of the coach
The successful RF coach: Leverages time to boost reading Spends much time in classrooms Differentiates support across teachers,
based on data and staff needs Provides support for both teachers &
assistants Provides support for use of data in
instructional planning Serves as a catalyst, spark, bridge for
improved reading practices
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District supportDistrict support
Successful RF district leaders: maintain communication w/building staff,
regional coordinator about the RF program attend district RF team meetings attend ORF leadership sessions with team maintain visibility in the building in support of the
RF implementation consider support needed for reading district-wide
when allocating staffing, funds, etc. Ask how district policy, procedure can support
reading Assign & supervise staff to support reading
outcomes
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CollaborationCollaboration
Successful collaboration in RF: District and building staff work together to promote
increased achievement for all students
Principal & coach assure coordination of reading across classroom, RF, Title 1, ELL & special ed. staff
Instructional planning occurs within & across grade levels to assure consistency & seamlessness for students
No one has all the pieces, but together we can complete the picture.
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CurriculumCurriculum
Effective use of curriculum in RF: Adoption process considers research base for
reading Adequate funds provide sufficient materials Programs are aligned w/SBRR Programs are differentiated by student need Programs are implemented with fidelity Implementation is on track
curriculum maps pacing guides
Staff are trained & supervised on programs they teach
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Optimizing use of time (district)(using days/hours/minutes well)
Optimizing use of time (district)(using days/hours/minutes well)
Effective district use of time in RF includes: length of school day, year promote
achievement strong attendance policies and follow-up
assure that kids are in school district minimizes demands for principal time
out of the building to allow for more leadership and supervision time
district supports adequate time for professional development and collaborative planning time.
We allocate our time according to our priorities.
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Optimizing use of time (building)(using days/hours/minutes well)
Optimizing use of time (building)(using days/hours/minutes well)
Effective school use of time in RF includes: scheduled time (reading first!) (90’+) orchestrating time (making it work) assuring time (fidelity to schedule) principal/coach supervise for:
time within instructional tasks(engaged, on-level, opportunity to respond) time between instructional tasks (transition times)
students are motivated to read at home daily
Those who succeed and those who do notall have the same amount of time in which to do so.
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Use of dataUse of data
Effective use of data in RF includes: Data: collecting, inputting, accessing, interpreting,
and discussing (training/supervision for all steps, all people involved; fidelity of procedures, accuracy, timeliness)
Goals: knowing & going for benchmarks & standards
Use of data in effective teams for instructional purposes(district, principal-coach, grade level, school level teams)
Meetings that make a difference(options, agreement, implement, follow-up, monitor, adjust, criteria)
Sharing data w/staff, district, parents
All who journey need mid-course corrections to reach their destinations.
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Maximizing other resources
Maximizing other resources
Effective use of resources includes: Identifying new resources
Making the most of existing resources
funding materials staffing training
Involving other people in the school who can be trained to lead instructional groups (e.g. specialists)
Making the most of what we have makes it seem like we have more.
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FundingFunding
Efficient use of funds includes: Pooling resources--combining district
allocations, Title funds, ELL, special education & RF funds to support reading
Tapping other potential sources: other grants (e.g. after school, summer school
funds) community support (e.g. United Way) foundation funding (local education foundations) community partnerships (e.g public library) high school and college partnerships committed parent and senior citizen volunteers
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StaffingStaffing
RF compatible staffing practices include: Adequate staff allocation by the district Assigning staff to their strengths Making the most of the staffing you have Using reading-based criteria to hire new
staff
It’s the people who make the program.
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Professional DevelopmentProfessional Development
Effective PD practices for RF include: providing training that is:
focused, high quality, on-going providing training for all (teachers,
specialists) principal,coach, district, assistants, parents
providing training follow-up (coaching and supervision) that is differentiated & empowering
The best leaders bring out the best in the people around them.
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Operationalizing what works: Creating a culture of success
Operationalizing what works: Creating a culture of success
A culture of success in RF includes: belief in the possibility commitment to priorities & results awareness of urgency visibility of the focus culture of collaboration tone of empowerment
It’s not about getting the money. It’s about getting the results.
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Owning outcomes: “No blame, no excuses”
Owning outcomes: “No blame, no excuses”
Owning outcomes in RF means: being willing to stop explaining failure in terms of
variables outside the control of the school identifying variables over which schools have
control focusing on alterable variables at the school,
class, instructional group & individual student levels
making a commitment to optimize those variables in order to yield greater success
It’s not about explaining failure.It’s about taking responsibility for success.
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Accountability exists nowhere if it does not exist at the level of the district, the school, the classroom and the individual student. It is at these levels that the battle for literacy is won or lost.