Implementation Checklist: Month at a Glance
| | |
| | |
| |Institute on Beginning Reading |
| |YEAR 02 |
| |Implementation Checklist |
| | |
| |Developed by: |
| | |
| |Deborah C. Simmons |
| |Edward J. Kame’enui |
|[pic] |Hank Fien |
| |Beth Harn |
| |Carrie Thomas Beck |
| |Rachell Katz |
| |Nicole Sherman Brewer |
| |Trish Travers |
| | |
| | |
| |Institute for the Development of |
| |Educational Achievement |
| |College of Education |
| |University of Oregon |
| | |
| |August 2004 |
IMMEDIATELY
Year 02 Implementation Checklist:
Schoolwide Beginning Reading Model
| Who Immediate Priorities When |
| | |1. Establish master reading schedule. | | |
| | |2. Map out instruction for benchmark, strategic, and intensive students on CSI maps. | | |
| | |3. Review and refine RAP goals and priorities based on Planning and Evaluation Tool completed at IBR #4. | | |
| | |4. Establish data collection schedule for screening, progress monitoring, diagnostic, and outcome measures for the year. | | |
| | |5. Schedule and protect professional development days for the school year. | | |
| | |6. Establish regular meeting times for Grade Level Teams and Early Reading Team. | | |
| | | | | |
| | | | | |
| | | | | |
September: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and|Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
|1. Review Planning and Evaluation Tool from|1. Schedule and conduct Fall |1. Using CSI summary map as planning |1. Allocate 90 minutes of reading |1. Analyze Fall DIBELS reports in |
|IBR #4. |Schoolwide data collection. |tool, implement the core comprehensive |instruction per day with a minimum of 30 |grade-level team meetings and complete |
| | |reading program. |minutes of small group instruction. |items 2-4. |
| | | | | |
| |2. Identify “assessment team” of individuals | | | |
|2. Review Reading Action Plan from IBR #4.|who will collect data and will represent the | | |2. Identify students that will benefit |
| |school’s “corps of experts.” |2. Using CSI summary map as planning |2. Protect reading instruction time and |from the core curriculum. |
| | |tool, implement supplemental and |ensure that time is allocated to skills and| |
| | |intervention programs. |practices associated with reading success. | |
|3. Communicate plan to faculty school |3. Conduct any necessary DIBELS training or | | | |
|wide. |“retooling”. | | |3. Identify students for whom strategic |
| | | | |intervention is recommended. |
| | |3. Conduct 5-minute observations with |3. Schedule additional instructional time | |
| |4. Organize materials for testing and schedule |all teachers. |for students who need additional support. | |
|4. Designate who is responsible for |a place for testing to occur. | | |4. Identify students for whom intensive |
|implementing action plan and establish | | | |intervention is recommended. |
|dates to evaluate progress. | |4. Begin to conduct fidelity | | |
| |5. Conduct reliability checks to ensure |observations with each classroom |4. Establish pacing timelines for core | |
| |standardized administration and scoring. |teacher |program. |5. Determine instructional groups based on |
| | | | |student performance on DIBELS and |
|5. Define grade-level reading goals based | | | |in-program assessments. |
|on DIBELS benchmarks. |6. Designate individual(s) to enter data into | | | |
| |web-based system. |5. Schedule necessary core, | | |
| | |supplemental and intervention | |6. Determine process for grouping (e.g. |
| | |professional development. | |within class, between class, within grade, |
|6. Review grade level curriculum maps to |7. Set date for Early Reading Team to review | | |between grade). |
|identify high priority instructional items |assessment results and to identify students that| | | |
|and timeline for those items. |may need additional support. | | | |
| | | | | |
| | | | | |
| |8. Begin lesson progress reporting system. | | | |
| | | | | |
| | | | | |
| |9. Administer in-program placement tests. | | | |
October: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
|1. Review grade-level reading goals based |1. Conduct progress monitoring with students |1. Review criteria from IBR 2 on how to |1. Review pacing timelines for |1. In grade level team meetings, evaluate |
|on DIBELS benchmarks and Fall results. |for whom strategic and intensive intervention |enhance core programs and implement in |core program. |current instructional groupings based on |
| |is recommended. |existing core programs. | |student performance on DIBELS data and |
| | | | |in-program assessments. |
| | | | | |
|2. Review Reading Action Plan and evaluate | | | | |
|progress based on Fall DIBELS report. | |2. Provide ongoing PD for new S & I programs.| | |
| |2. Designate individual(s) to enter | | | |
| |progress-monitoring data into web-based | | |2. Review DIBELS progress monitoring data and |
| |system. | | |in-program assessment data for students |
|3. All K-3 staff and specialists | | | |receiving supplemental and intervention |
|participate in Fall regional IBR. | |3. Determine areas for coaching and provide | |programs. Using the alterable variables chart, |
| | |coaching on content and delivery of core and | |make adjustments in instruction if |
| | |S & I program implementation. | |progress is less than adequate |
| | | | |(based on 3 point rule). |
| |3. Administer in-program assessments. | | | |
| | | | | |
| | | | | |
| | | | | |
| |4. Convene Early Reading Team to review |4. Continue to conduct fidelity observations | | |
| |assessment results, identify students who may |with each classroom teacher. | | |
| |need additional support, and coordinate | | | |
| |instructional planning across grade levels and| | | |
| |specialists. | | | |
| | | | | |
| | |5. Conduct follow-up observations with | | |
| | |teachers. | | |
| | | | | |
| |5. Collect lesson progress reports. | | | |
| | | | | |
| | | | | |
| | | | | |
November: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
| |1. Conduct progress monitoring with |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
| |students for whom strategic and intensive |core reading program using strategies |program. |current instructional groupings based on |
| |intervention is recommended. |learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
| | | | | |
| | | | | |
| |2. Administer in-program assessments. |2. Provide ongoing PD for new S & I | | |
| | |programs. | |2. Review DIBELS progress monitoring data |
| | | | |and in-program assessment data for students|
| | | | |receiving supplemental and intervention |
| |3. Conduct diagnostic assessments with | | |programs. Using |
| |students for whom strategic and intensive | | |the alterable variables chart, |
| |intervention is not working. |3. Determine areas for coaching and | |make adjustments in instruction |
| | |provide coaching on core and S & I program | |if progress is less than adequate (based on|
| | |implementation. | |3 point rule). |
| | | | | |
| |4. Convene Early Reading Team to review | | | |
| |assessment results, identify students who | | | |
| |may need additional support, and coordinate| | | |
| |instructional planning across grade levels |4. Conduct follow-up observations with | | |
| |and specialists. |teachers. | | |
| | | | | |
| | | | | |
| | | | | |
| |5. Collect lesson progress reports. | | | |
December: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
| |1. Conduct progress monitoring with |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
| |students for whom strategic and intensive |core comprehensive reading program using |program. |current instructional groupings based on |
| |intervention is recommended. |strategies learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
| | | | | |
| |2. Administer in-program assessments. | | | |
| | | | | |
| | |2. Provide ongoing PD for new S & I | |2. Review DIBELS progress monitoring data |
| | |programs. | |and in-program assessment data for students|
| |3. Conduct diagnostic assessment with | | |receiving supplemental and intervention |
| |students for whom strategic and intensive | | |programs. Using |
| |intervention is not working. | | |the alterable variables chart, |
| | |3. Determine areas for coaching and provide| |make adjustments in instruction |
| | |coaching on core and S & I program | |if progress is less than adequate (based on|
| | |implementation. | |3 point rule). |
| |4. Convene Early Reading Team to review | | | |
| |assessment results, identify students who | | | |
| |may need additional support, and coordinate| | | |
| |instructional planning across grade levels | | | |
| |and specialists. |4. Conduct follow-up observations with | | |
| | |teachers. | | |
| | | | | |
| | | | | |
| |5. Finalize scheduling for January data | | | |
| |collection. | | | |
| | | | | |
| | | | | |
| | | | | |
| |6. Collect lesson progress reports. | | | |
January: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
|1. Make adjustments to grade- level CSI |1. Schedule and conduct Winter schoolwide |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
|maps for Winter. |data collection. |core comprehensive reading program using |program. |current instructional groupings based on |
| | |strategies learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
| |2. Organize materials for testing and | | | |
| |schedule a place for testing to occur. |2. Provide ongoing PD for new S & I | | |
| | |programs. | | |
| | | | |2. Review DIBELS progress monitoring data |
| | | | |and in-program assessment data for students|
| |3. Conduct reliability checks to ensure | | |receiving supplemental and intervention |
| |standardized administration and scoring of |3. Determine areas for coaching and provide| |programs. Using |
| |DIBELS. |coaching on core and S & I program | |the alterable variables chart, |
| | |implementation. | |make adjustments in instruction |
| | | | |if progress is less than adequate (based on|
| |4. Designate individual(s) to enter data | | |3 point rule). |
| |into web-based system. | | | |
| | | | | |
| | |4. Conduct second set of fidelity | | |
| | |observations with each classroom teacher. | | |
| |5. Administer in-program assessments. | | | |
| | | | | |
| | | | | |
| |6. Conduct diagnostic assessments with |5. Conduct follow-up observations with | | |
| |students for whom strategic and intensive |teachers. | | |
| |intervention is not working. | | | |
| | | | | |
| | | | | |
| |7. Convene Early Reading Team to review | | | |
| |assessment results, identify students who | | | |
| |may need additional support and coordinate | | | |
| |instructional planning across grade levels | | | |
| |and specialists. | | | |
| | | | | |
| | | | | |
| |8. Collect lesson progress reports. | | | |
| | | | | |
| | | | | |
February: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
|1. Review RAP to identify progress towards |1. Conduct progress monitoring with |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
|goals. |students for whom strategic and intensive |core comprehensive reading program using |program. |current instructional groupings based on |
| |intervention is recommended. |strategies learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
| |2. Administer in-program assessments. | | | |
|2. All K-3 staff and specialists | | | | |
|participate in Winter regional IBR. | |2. Provide ongoing PD for new S & I | | |
| | |programs. | |2. Review DIBELS progress monitoring data |
| |3. Conduct diagnostic assessments with | | |and in-program assessment data for students|
| |students for whom strategic and intensive | | |receiving supplemental and intervention |
| |intervention is not working. | | |programs. Using |
| | |3. Determine areas for coaching and | |the alterable variables chart, |
| | |provide coaching on core and S & I program | |make adjustments in instruction |
| | |implementation. | |if progress is less than adequate (based on|
| |4. Convene ERT to review assessment | | |3 point rule). |
| |results, identify students who may need | | | |
| |additional support and coordinate | | | |
| |instructional planning across grade levels |4. Conduct follow-up observations with | | |
| |and specialists. |teachers | | |
| | | | | |
| | | | | |
| | | | | |
| |5. Collect lesson progress reports. | | | |
| | | | | |
March: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
| |1. Conduct progress monitoring with |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
| |students for whom strategic and intensive |core comprehensive reading program using |program. |current instructional groupings based on |
| |intervention is recommended. |strategies learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
| |2. Administer in-program assessments. | | | |
| | |2. Provide ongoing PD for new S & I | | |
| | |programs. | | |
| | | | |2. Review DIBELS progress monitoring data |
| |3. Conduct diagnostic assessments with | | |and in-program assessment data for students|
| |students for whom strategic and intensive | | |receiving supplemental and intervention |
| |intervention is not working. | | |programs. Using |
| | |3. Determine areas for coaching and | |the alterable variables chart, |
| | |provide coaching on core and S & I program | |make adjustments in instruction |
| | |implementation. | |if progress is less than adequate (based on|
| |4. Convene Early Reading Team to review | | |3 point rule). |
| |assessment results, identify students who | | | |
| |may need additional support and coordinate | | | |
| |instructional planning across grade levels |4. Conduct follow-up observations with | | |
| |and specialists. |teachers. | | |
| | | | | |
| | | | | |
| | | | | |
| |5. Collect lesson progress reports. | | | |
April: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
| |1. Conduct progress monitoring with |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
| |students for whom strategic and intensive |core comprehensive reading program using |program. |current instructional groupings based on |
| |intervention is recommended. |strategies learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
| |2. Administer in-program assessments. | | | |
| | | | | |
| | |2. Provide ongoing PD for new S & I | | |
| | |programs. | |2. Review DIBELS progress monitoring data |
| |3. Conduct diagnostic assessments with | | |and in-program assessment data for students|
| |students for whom strategic and intensive | | |receiving supplemental and intervention |
| |intervention is not working. | | |programs. Using |
| | | | |the alterable variables chart, |
| | |3. Determine areas for coaching and | |make adjustments in instruction |
| |4. Convene Early Reading Team to review |provide coaching on core and S & I program | |if progress is less than adequate (based on|
| |assessment results, identify students who |implementation. | |3 point rule). |
| |may need additional support and coordinate | | | |
| |instructional planning across grade levels | | | |
| |and specialists. | | | |
| | | | | |
| | |4. Conduct third set of fidelity of | | |
| | |implementation observations. | | |
| |5. Collect lesson progress reports. | | | |
| | | | | |
| | | | | |
| | |5. Conduct follow-up observations with | | |
| |6. Finalize scheduling of assessments in |teachers. | | |
| |May (including both Reading First and | | | |
| |district assessments). | | | |
May: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
|1. All K-3 staff and specialists |1. Schedule and conduct Spring schoolwide |1. Continue to refine implementation of the|1. Review pacing timelines for core |1. In grade level team meetings, evaluate |
|participate in Spring regional IBR. |data collection. |core comprehensive reading program using |program. |current instructional groupings based on |
| | |strategies learned in IBR 2. | |student performance on DIBELS data |
| | | | |and in-program assessments. |
| | | | | |
|2. Update CSI maps to prepare for Fall. | | | | |
| |2. Organize materials for testing and |2. Provide ongoing PD for S & I programs. | | |
| |schedule a place for testing to occur. | | | |
| | | | |2. Review DIBELS progress monitoring data |
|3. Rescore PET-R. | | | |and in-program assessment data for students|
| | | | |receiving supplemental and intervention |
| |3. Conduct reliability checks to ensure |3. Determine areas for coaching and provide| |programs. Using |
| |standardized administration and scoring of |coaching on core and S & I program | |the alterable variables chart, |
|4. Complete RAP for 05-06. |DIBELS. |implementation. | |make adjustments in instruction |
| | | | |if progress is less than adequate (based on|
| | | | |3 point rule). |
| | | | | |
|5. Identify PD goals for 05-06. | | | | |
| |4. Designate individual(s) to enter data |4. Conduct follow-up observations with | | |
| |into web-based system. |teachers. | | |
| | | | | |
|6. Revisit grade-level reading goals based | | | | |
|on DIBELS benchmarks and evaluate student | | | | |
|performance in 04-05. |5. Administer in-program assessments. |5. Reorder replacement materials and | | |
| | |consider ordering additional S & I programs| | |
| | |for next year. | | |
| | | | | |
| |6. Convene Early Reading Team to review | | | |
| |assessment results, identify students who | | | |
| |may need additional support and coordinate |6. Schedule PD for next year. | | |
| |instructional planning across grade levels | | | |
| |and specialists. | | | |
| | | | | |
| | | | | |
| | | | | |
| |7. Collect lesson progress reports. | | | |
June: Year 02 Implementation Checklist: Schoolwide Beginning Reading Model
|Element I: Goals , Objectives, Priorities |Element II: Assessment |Element III: Instructional Programs and |Element IV: Instructional Time |Element V: Differentiated Instruction/ |
| | |Materials | |Grouping/ Scheduling |
|1. Share school progress with stakeholders.|1. Conduct progress monitoring with |1. Continue to refine implementation of the|1. Begin planning reading blocks for |1. In grade level team meetings, evaluate |
| |students for whom strategic and intensive |core comprehensive reading program using |2005-2006. |current instructional grouping based on |
| |intervention is recommended. |strategies learned in IBR 2. | |student performance on DIBELS data and |
| | | | |in-program assessments. |
| | | | | |
| |2. Administer in-program assessments. | |2. Using pacing timelines, evaluate | |
| | | |progress made in the core. | |
| | |2. Provide ongoing PD for new S & I | |2. Review spring DIBELS benchmark data for|
| | |programs. | |students receiving supplemental and |
| |3. Collect end of year lesson progress | | |intervention programs and consider |
| |reports. | | |instructional |
| | | | |placements for next year. |
| | | | | |
| | | | | |
| |4. Meet with next year’s grade level | | | |
| |teachers to share students’ DIBELS data and| | | |
| |in-program assessment data. | | | |
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