Reading Systems Improvement Framework. Developing Global Readers for Academic Success

Systems Improvement Framework Developing Global Readers for Academic Success

Systems Improvement Framework Purpose The purpose of the Systems Improvement Framework is to provide Washington s school districts actionable steps and guidance in an effort to build a comprehensive K-12 reading system. Another function of the framework is to assist districts and schools as they implement and enhance their current reading systems. The framework is aligned with the Office of Superintendent of Public Instruction s of High Performing Schools, as well as the elements of a successful reading system which include standards, assessment, high quality reading instruction & intervention, leadership, and systemwide commitment (). Aligning the Systems Improvement Framework with the elements of promotes continuous effort of improvement for all students in Washington State. The Systems Improvement Framework is based in part upon the following research-based principles indicated in the Washington State K-12 Model: 1. Effective instructional materials for reading are anchored in scientifically-based reading research and emphasize the five essential reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension as analyzed by The Report of National Panel in their landmark meta-analysis of K-12 reading research. 2. Students must read at the highest possible level of proficiency, based on Washington State, in order to participate in all aspects of life. 3. An adequate amount of engaged, rigorous instructional time must be allocated in order to optimize student growth in reading. 4. instruction needs to be adjusted based on frequent assessment of student performance and progress monitoring data. Background The Systems Improvement Framework is a collaborative effort involving expert representatives from several divisions of the Office of the Superintendent of Public Instruction (OSPI): and School Improvement and Accountability (DSIA) and Teaching &. Contributors also include: DSIA Technical Assistance Providers and the literacy experts from Educational Service s from around Washington State. DSIA is piloting the Systems Improvement Framework in its current work with districts and schools. The Systems Improvement Framework provides DSIA the foundation to define and differentiate supports, services, and professional development. The rationale for a systems framework approach to improving reading achievement includes policy evaluations, theory, and logical conclusions from field implementations. Following a systemic, multi-component plan to improve the proficiency of both struggling and highly-skilled readers ensures a positive impact on student achievement. As districts and schools begin to implement an effective reading system, their success will depend upon adopting content standards (Grade Level Expectations), using assessment data to guide instructional decisions, and implementing high quality reading instruction and interventions that incorporate proven and appropriate methods and materials. Effective leaders weave these pieces together; their efforts result in

Systems Improvement Framework improved practice and higher achievement. commitment to reading achievement as a key mission of a school and the belief it is achievable - is the final element critical to the success of a sustained and systemic approach to instructional improvement. The Systems Improvement Framework is organized into five components: 1. 2. Tier I: Developing a Healthy Core 3. Systems 4. Tier II and Tier III 5. Systems Support Organization These components should not be viewed or addressed in isolation, but must work together to build an effective system to improve student achievement. As illustrated on page 5, the Framework is written in a seven column format. In the first column, actions for improving each component are listed in order of suggested implementation, each action building on the last. The bullets below each action provide additional details, including specific steps, suggested resources, and research. The second column identifies the element(s) of the model addressed in each action. The model addresses the five elements of an effective systematic reading system:,,,, and. The third column identifies the alignment with the of High Performing Schools. OSPI s of High Performing Schools, a research-based document identifying attributes that distinguish high performing schools, becomes central to the continuous process for school-wide improvement. These attributes include: a Clear and Shared Focus; High and Expectations; Effective School ; High Levels of Collaboration and Communication; Curriculum, Instruction, and Aligned with ; Frequent Monitoring of Teaching and ; Focused Professional Development; Supportive Environment; and High Levels of Community and Parent Involvement. The fourth column identifies the leadership necessary to implement or complete each action. Led by the superintendent and the curriculum director, the district reading leadership team is the primary group responsible for implementing the Systems Improvement Framework. In the fifth column, goals and outcomes for each action are provided; and the professional development modules that support the action are listed in the sixth column. Finally, column seven provides a reflective rubric for districts to assess their current system implementation.

Phase 1- Pre- Implementation Phase 2- Partial Implementation Phase 3- Full Implementation Systems Improvement Framework Systems Support Tier II & Tier III System Developing a Healthy Core g Syste m

Systems Improvement Framework 1. Establish district reading leadership. reading leadership team Superintendent[s], Directors, Community, School Board and Teacher representation; reading cadre Coaches, Principals, Master Teachers, Special Education representatives, Coordinators; and reading focus team Principal, Coach, Core/ Teacher, Special Education and Title I representation. Instruction and Effective School Clear and Shared Focus Effective School Clear and Shared Focus Superintendent Common vision and consensus to support literacy improvement Develop rationale and foundation for implementation of the Systems Improvement Framework. 101 (½ day) 2. Build shared knowledge of current reading instruction and implementation research as it applies to distributed leadership. Review Implementation and leadership research which may include: o Implementation Research: A Synthesis of Literature. Fixen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M. & Wallace, F. (2005); o & Sustainability:

Systems Improvement Framework o System Thinkers in. Fullan, M. (2005); and School that Works: From Research to Results. Marzano, R.J., Waters, T., & McNulty, B.A. (2005). Communicate the synthesis of research to provide a foundation for implementing the Systems Improvement Framework to all stakeholders 3. Build knowledge of the Washington State K-12 Model Response to (RTI) for Washington s Students Compare the relationships between the two documents; Identify ways in which the two documents relate to Fixsen s implementation science; Assist in developing structures and supports necessary for implementing a three-phase reading system (i.e., Tier I Instruction along with Tier II and Tier III ); and Focus on improving achievement for all students. Effective School Clear and Shared Focus To build knowledge and understanding of supports available for creating a seamless system for reading instruction. Washington State K-12 Model with a Twist of RTI (1 day)

Systems Improvement Framework 4. Conduct a district self-assessment. Embed the deeper reading gap analysis processes into the selfassessment process. o Identify strengths and opportunities for growth in a tiered instructional system; o Implement policies and practices that limit tracking while providing access, opportunity, and intervention, as needed, for all students; o Implement an inquiry-based process; o Analyze data disaggregated for various student populations to reveal achievement gaps; o Identify patterns of student access; o Develop an action plan. o Evaluate and measure the action plan; o Use the Self- and categories aligned to improvement framework; and o Apply characteristics of Improved s. Effective School Supportive Environment Clear and Shared Focus Critical areas of need are identified and used to guide action planning for reading systems improvement. Self (2-3 days)

Systems Improvement Framework 5. Conduct the Gap Analysis Process as a stand-alone activity. Identify strengths and opportunities for growth in a tiered instructional system; Implement policies and practices that limit tracking while providing access, opportunity, and intervention for all students; Engage in an inquiry-based process; Analyze data disaggregated for various student populations to reveal the achievement gaps; Identify patterns of student access; Develop an action plan; and Evaluate and measure the action plan. 6. Draft and publicize a district-wide reading mission and vision statement Use current reading research, previously identified areas of need, and district data to develop reading mission, vision and goals; and Ensure alignment of school improvement plans and other initiatives with the district mission, vision and goals. Curriculum, Instruction, and Aligned with Clear and Shared Focus Leaders Instructional Coaches Grade Band Teacher Leaders Special Education. Title I, ELL representation Identifies strengths and opportunities for growth in a tiered instructional system Develop a clear and focused districtwide mission and vision. Systems Gap Analysis (2 days) Incorporated in (1/2 day)

Systems Improvement Framework 7. Consistent with findings from the Self and Planning processes, ensure the district has an effective infrastructure for distributing reading leadership across the system. Assess the system s capacity to support instructional leadership in reading; Establish work group(s) to complete work identified in the action plan; Establish a problem solving and decision-making model under which teams and work groups function effectively; Define roles and responsibilities of the team and team members; Create a plan for ongoing consensus building and communication to all stakeholders; and Establish procedures for regular and consistent communication to all stakeholders. Curriculum, Instruction, and Aligned with Focus s (K-12) A seamless system of problem solving and communication throughout the district. No module, rather an ongoing commitment and collaboration to establishing.

Systems Improvement Framework 8. Create and support structures to promote professional collaboration at all levels of the system. Provide professional development related to collaboration and facilitation skills at all levels of the system; Understand, model, and implement the components of professional collaboration; and Establish processes and protocols for collaborative teams to analyze data. Clear and Shared Focus High Levels of Collaboration and Communication Focus s (K-12) Establish norms. Facilitative leadership and community as well as protocols for collaboration. Collaboration and Facilitation (1 day)

Systems Improvement Framework Tier I: Developing A Healthy Core 1. Build knowledge of current reading research as it relates to curriculum and instructional strategies as they align with WA State. K-5 and 6-12 scientifically based reading instructional research. o 5 components (K-5) o 6 components (6-12) Research may include: National Institute of Child Health and Human Development. (2000). Report of the National Panel. Institute of Education Sciences(2009) Assisting Students Struggling with : Response to and Multi-Tier in the Primary Grades Institute of Education Sciences (2008) Improving Adolescent Literacy. Alliance for Excellent Education (2004) Next A Vision for and Research in Middle and High School Literacy: Curriculum, Instruction, and s Aligned with Supportive Environment High and Expectations Focus teams Build knowledge of current reading research as it relates to curriculum, and instructional strategies as they align with Washington State Revving Up the Rigor: From Research to Practice (K-5 Research) Revving Up the Rigor: From Research to Practice (6-12 Research) (1 day each)

Systems Improvement Framework 2. Build system-wide understanding of the Washington State. Gain a deep understanding of the Grade Level Expectations (GLEs): o Structure, o Organization, o Vertical alignment, and o Horizontal alignment; Unpack standards to guide the learning focus; this knowledge will serve as a critical foundation for professional development opportunities; Gain a deep understanding of English Language Development standards; Use established objectives to target instruction; and Identify essential standards for their critical use in common core assessments. High and Expectation Clear and Shared Focus Curriculum, Instruction, Aligned with Focus teams Grade level teacher leaders (K-12) Gain a deep understanding of the reading GLEs. Gain a deep understanding of ELD standards. Use established objectives to target instruction. Identify essential standards for their critical use in common core assessments. - Based System: Local Accountability (3 days) English Language Development (1/2 day)

Systems Improvement Framework 3. Align Core Curriculum with Washington State. Identify instructional materials to meet each standard; Conduct a curriculum materials analysis to identify standards that are not fully addressed by core curriculum; and Use a curriculum materials analysis to determine the need for supplemental materials to use in prime level instruction. 4. Develop common pacing guides/instructional calendars. Use aligned materials to identify core program lessons/chapters to emphasize or de-emphasize; Identify sequence of core program lessons/chapters and amount of time needed for each; and Identify appropriate lessons from supplemental materials to fill gaps in alignment. High and Expectations Clear and Shared Focus Curriculum, Instruction, and Aligned with Focus teams Grade level teacher leaders (K-12) Established objectives are used to target instruction. Identify essential standards for their critical use in common core assessments. Pacing Guide Development (1 day)

Systems Improvement Framework 5. Tier 1 Core Instruction: Build teachers content and pedagogical knowledge. Identify the characteristics of core instruction in a tiered instructional model time, duration, and frequency of instruction; Increase teachers knowledge with strategies that illustrate the awareness and manipulation of sounds during phonological awareness instruction Increase teachers knowledge with strategies that enhance relationships between the sounds in words and their print letter correspondence during both foundational and complex phonics instruction Increase teachers knowledge with strategies that bridge decoding and comprehension, rate and expression of oral reading during fluency instruction Increase teachers knowledge with strategies that are essential to build conceptual understanding and increase comprehension, expressive vocabulary and receptive vocabulary during vocabulary instruction Increase teachers knowledge with strategies and skills that foster understanding of text from various genres during comprehension instruction Curriculum, Instruction, Aligned with Frequent Monitoring of Teaching and Supportive Environment Focus teams Grade Level Teacher Leaders (K-12) Build teachers content and pedagogical knowledge Incorporated in Rigor Increased Through Research (K-5 Research) Rigor Increased Through Research (6-12 Research) (1 day each)

Systems Improvement Framework Increase teachers knowledge with strategies for analysis and morphological understanding of multisyllabic words, and word origins during word study instruction of adolescent readers Increase teachers knowledge with Motivation strategies necessary to help students progress in reading acquisition as an aspect of achievement especially for adolescent students Language Essential for Teachers of and Spelling (LETERS Series) Available upon request 6. Define the role of Oral Language in Achievement. Identify the role oral language development plays in increasing reading achievement; Understand current research regarding oral language development and reading success; and Build repertoire of oral language development strategies for classroom application. Curriculum, Instruction, Aligned with Frequent Monitoring of Teaching and Supportive Environment Focus teams Grade Level Teacher Leaders (K-12) Develop understanding of the role oral language serves in reading acquisition. Verbal Language Environment Development (1/2 day)

Systems Improvement Framework 7. Develop and implement Formative s Develop a common understanding of the formative assessment process. o Effective formative assessment includes five key strategies: Clear learning targets Tasks that elicit student understanding Effective feedback Student taking ownership o of their own learning Formative assessment can be applied at four levels: Teachers instructional adjustments Students learning tactic adjustments Classroom climate shift School wide implementation (Transformative, Popham, 2008) Teachers collaborate to determine the content to be formatively assessed and assessment methods. Teachers use evidence to inform minute-by-minute and day-by-day instructional practice. Students use evidence to set goals to reach targets and inform their learning. Curriculum, Instruction, and Aligned with Frequent Monitoring of Teaching and Focus teams Grade Level Teacher Leaders (K-12) Formative assessment is used to inform instruction and for students to monitor their progress. Formative (1 day)

Systems Improvement Framework Provide job-embedded supports and tools to ensure that teachers implement formative assessment practices and discuss these practices in collaborative teams. Systems 1. Implement a comprehensive assessment system to drive instructional decisions. Define the purpose for each type of assessment: screening, progress monitoring, program-embedded, diagnostic, or outcome; Effectively implement each type of assessment: screening, progress monitoring, program-embedded, diagnostic, and outcome; Allocate time and develop structures that provide for collaboration and analysis of assessment data throughout the system; and Monitor the implementation stages of the assessment system. Curriculum, Instruction, and Aligned with Frequent Monitoring of Teaching and Focus teams Grade Level Teacher Leaders (K-12) Comprehensiv e System Development (1 day)

Systems Improvement Framework Tier II & Tier III 1. Identify Components of the three-tier model. Review the curriculum, instruction, and assessment components of each tier; and Identify school structures needed to support implementation: o Time/Resources, o Personnel, and o Professional development. 2. Understand the characteristics of Tier II and Tier III instruction. Review characteristics of Tier I instruction; Ensure Tier II and Tier III instruction supplements the core instruction for students who need additional support outside of Tier I; Apply research based instructional strategies; Identify instructional targets for students through a comprehensive assessment system; and Ensure appropriate instructional time, duration, and rigor for intervention(s). 3. Monitor student progress and adjust instruction and intervention(s). a. Monitor student achievement at classroom, school, and district levels. b. Adjust instructional program at classroom, school, and district level to meet student need. Instruction and Curriculum, Instruction, Aligned with Frequent Monitoring of Teaching and Focus s Grade Level Teacher Leaders K-12 Understand the characteristics of Tier II and Tier III instruction. Tier II & III (1 day)

Systems Improvement Framework System Support 1. Effectively Train Para Educators and Implement Supports: LETRS Para Series Increase understanding and knowledge of critical components of reading and their role in increasing students' reading abilities; Engage in interactive learning and application of strategies to teach reading; and Prepare para-educators to effectively utilize the materials provided for them to assist with teaching reading. Curriculum, Instruction, and Aligned with Supportive Environment High Levels of Communication and Collaboration Cadre Focus s Family Advocate Increase understanding and knowledge of critical components of reading and their role in increasing students' reading abilities. Integrating Paraeducators Into Your System (1 day) 2. Build Family Involvement and the Home to School Connection. Develop strategies for strengthening the home to school reading involvement connection; and Develop practical ideas to help families support reading success. Instruction and High Levels of Communication and Collaboration Supportive Environment Cadre Focus s Develop strategies for strengthening home-school reading involvement and connection Family Involvement: Home/School Connection (½ day) Family Advocate

Systems Improvement Framework 3. Develop the - Writing Connection. Understand the writing reading connection; and Apply strategies that integrate reading and writing. Instruction and High Levels of Communication and Collaboration Supportive Environment Cadre Focus s To develop an understanding of the neurological and instructional connections within the four domains of language acquisition. - Writing Connection (½ day) Technology support team Content Area Teachers 4. Across Content Area/Disciplinary Literacy. Create effective strategies to engage students; and Align strategies and skills to state standards. High Levels of Communication and Collaboration Supportive Environment Cadre Focus s Family Advocate Develop an understanding of the reciprocal relationship between content area teachers and reading teachers to support student learning. Across Content Areas (1 day)

Systems Improvement Framework 5. Identify the correlation between success and dropout rate. Develop awareness of current research regarding drop-out prevention; Make connections between current research and current district practices; and Understand the relationship between reading success and dropout rate. High Levels of Communication and Collaboration Supportive Environment Cadre Focus s Family Advocate Develop an understanding the correlation between reading proficiency levels and student dropout rates. Dropout Prevention (½ day) 6: Differentiate for students who exceed grade level expectations Differentiate to enhance learning; Build cooperative- group process procedures; and Provide instruction in research methodology. High Levels of Communication and Collaboration Supportive Environment Cadre Focus s Family Advocate Develop understanding of how to ensure all students make at least one year s worth of growth in one year s time. Depth, Not Breadth: Enhancing for Above Grade Level Learners (TBD)

Systems Improvement Framework