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Cohort A Project-wide Data

Cohort A Project-wide Data. “Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success.” Stephen A. Brennan. Kindergarteners Progress Towards PSF. First Graders Progress Towards NWF.

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Cohort A Project-wide Data

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  1. Cohort A Project-wide Data “Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success.” Stephen A. Brennan (C) 2006 by the Oregon Reading First Center Center on Teaching and Learning

  2. Kindergarteners Progress Towards PSF

  3. First Graders Progress Towards NWF

  4. Second Graders Progress Towards ORF

  5. Third Graders Progress Towards ORF

  6. Diagnostic Response to USDOE Reading First Office • Submitted amendment to USDOE for OR assessment plan to clarify use of diagnostic assessments • Amendment was recently approved by USDOE • Will roll out Multiple Gating Procedure Fall 2006

  7. Gate 1: Conduct initial screening of ALL students to determine support students need to reach end-of-year reading goals. Gate 2: Implement instructional support plan for students on track for successful reading outcomes. Plan and deliver additional support for students who are not on track for successful reading outcomes, and monitor each student’s progress towards end-of-year reading goals. As part of the instructional support plans for all student’s, appropriate curriculum embedded tests will be administered. Gate 3: Problem-solve in grade level team meetings. Teams will evaluate students’ progress based on DIBELS progress monitoring tests, theme skills tests, and intervention program mastery tests. Teams will increase the intensity of the instructional support plans for students that are not making adequate progress. Adequate progress means that a student’s rate of growth matches or exceeds the necessary trajectory for the student to reach end-of-year reading goals. Gate 4: Collect information to document that reading instructional plans are being implemented as intended for those students that are not making adequate progress. Reading coaches will use observational tools to document implementation and communicate this information during grade level team meetings. Teams will decide whether to improve implementation fidelity, to increase the intensity of instruction, or to collect additional information on individual student’s not making adequate progress. Gate 5: Administer diagnostic assessments to those students who are not making sufficient progress and the instructional plans have been implemented as intended.

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