Professional Development: Institutes on Beginning Reading

Cohort A

IBR I: Science of Beginning Reading and Student Assessments
(June 16-20, 2003)

  • Introduction to IBR and the Schoolwide Model
  • Evaluating Performance: Schoolwide Assessment of Student Performance
  • Core Instruction: What Are the Critical Components That Need to Be In Place to Reach Our Goals?
  • Instruction: Time, Scheduling and Grouping, Reading Acton Plans

IBR II: Enhancing Core Instruction (September 29-October 2, 2003)
  • Reviewing Assessment Results: Using Data to Improve Outcomes for Each Student
  • Enhancing the Core: Phonological Awareness
  • Enhancing the Core: Alphabetic Principle
  • Enhancing the Core: Fluency
  • Enhancing the Core: Vocabulary and Comprehension (K/1)
  • Enhancing the Core: Vocabulary (2/3)
  • Enhancing the Core: Comprehension (2/3)
  • Enhancing the Core to Support English Language Learners (K/1)
  • Enhancing the Core to Support English Language Learners (2/3)
  • Planning Core/Benchmark, Strategic, and Intensive Interventions from Fall to Winter
  • Overview of Advanced DIBELS Reports

IBR III: Differentiating Instruction Through Supplemental and Intervention Programs (February 2-3, 2004)
  • Projectwide Reading Results
  • Instructional Implications: Interpreting Student Performance Data
  • Review of Supplemental and Intervention Programs
  • S & I Breakout Session: Phonemic Awareness
  • S & I Breakout Session: Phonics
  • S & I Breakout Session: Fluency
  • S & I Breakout Session: Vocabulary
  • S & I Breakout Session: Comprehension
  • Planning Core/Benchmark, Strategic, and Intensive Interventions from Winter to Spring

IBR IV: Evaluating and Planning (Spring 2004)
  • Evaluating and Planning
  • Breakout Activity: Kindergarten
  • Breakout Activity: First Grade
  • Breakout Activity: Second Grade
  • Breakout Activity: Third Grade
  • PD Needs Assessment

IBR V: Various Sessions (October 4-5, 2004)
  • Aligning Reading Programs to Meet the Needs of All Students
     • Breakout Activity: Skills Trace (blank)
     • Breakout Activity: Scope & Sequence Analyses (blank)
     • Breakout Activity: Strategy & Instruction Analyses (blank)
  • Classroom Management Strategies for Reading Teachers
(Chris Borgmeier)
     • Classroom Management Checklist
     • Teaching Behaviors and Social Skills Lesson Plan
  • Vocabulary Building & Oral Language Instruction: Helping English Language Learners and Students with Language Disabilities Learn to Read and Read to Learn
(Lupina Vela)
     • Vocabulary Research
  • Automaticity and Fluency With the Code: Planning for Instruction
(Sarah McDonagh)
     • Application Activity: Assessing AP with NWF Case Scenarios
     • Application Activity: Assessing Fluency with Connected Text with ORF Case Scenarios
     • Application Activity: Using Your Data to Plan Automaticity and Fluency Instruction
     • Application Activity: Identifying SBRR in Practice

IBR VI: Various Sessions (February 3-4, 2005)
  • Automaticity and Fluency With the Code: Planning for Instruction (Beth Harn)
     • Application Activity: Assessing AP with NWF Case Scenarios
     • Application Activity: Assessing Fluency with Connected Text with ORF Case Scenarios
     • Application Activity: Using Your Data to Plan Automaticity and Fluency Instruction
     • Application Activity: Identifying SBRR in Practice
  • Behavior and Classroom Management Strategies with Reading Teachers
(Chris Borgmeier)
     • Classroom Management Checklist
     • Teaching Behaviors and Social Skills Lesson Plan
  • ELL Strategies
(Lupina Vela)
     • Vocabulary Research Handout
     • Language and Vocabulary
  • Reading Fluency
(Marcy Stein)
     • Fluency Handouts

IBR VII: Evaluating and Planning (Spring 2005)
  • Evaluating the Effectiveness of Schoolwide Systems Worksheets (K-3)
  • How Do We Get There?
  • Grade Level Reading Action Plan
  • Professional Development Needs Planning Document

IBR VIII: Evaluating and Planning (Spring 2006)
  • What Are Our Goals?
  • How Are We Doing?
  • How Do We Get There?
  • Breakout Activity: Kindergarten
  • Breakout Activity: First Grade
  • Breakout Activity: Second Grade
  • Breakout Activity: Third Grade
  • Grade Level Action Planning Tool

IBR IX: Grade Level Team and Early Reading Team Meetings
(Spring 2007)

  • Spring 2007 IBR Preparation: Preparing for GLT and ERT Meetings
  • Grade Level Team Worksheet
  • Grade Level Team Activity Example
  • Early Reading Team Worksheet
  • Summary of Effectiveness Cheat Sheet
  • Summary of Effectiveness Highlighted Cheat Sheet
  • 2007-2008 School Action Plan
  • 2007-2008 Sample Action Plan: Middlebury Elementary
  • Spring 2007 IBR Materials List

Cohort B

Cohort B Orientation (November 30, 2004)
  • Cohort B Orientation
  • Oregon Reading First and English Language Learners

Cohort B Grant Writing Workshop (January 19, 2005)
  • Cohort B Grant Writing Workshop

IBR I: Selecting a Core Program (June 23, 2005)
  • Institute on Beginning Reading 1: Selecting a Core Program
  • Harcourt Overview Session
  • Houghton Mifflin Overview Session
  • Houghton Mifflin Deep Session
  • Open Court Overview Session
  • Reading Mastery Plus Overview Session
  • Scott Foresman Deep Session

IBR I: The Schoolwide Model (August 23-25, 2005)
  • Day 1: The Schoolwide Beginning Reading Model
  • Day 2: Five Big Ideas of Reading Instruction
     • Houghton Mifflin
     • Lectura
     • Open Court
     • Reading Mastery Plus
     • Scott Foresman 2007
  • Day 3: Foundation of DIBELS and the 90-Minute Block
    • Foundation of DIBELS
    • Foundation of DIBELS and IDEL
    • Mooberry and the 90-Minute Block
    • Oak Grove and the 90-Minute Block
    • Westside and the 90-Minute Block
    • William Walker and the 90-Minute Block

IBR II: Identifying Students Who Need Support and Planning Support
(September 27-29, 2005)

  • Review of Supplemental and Intervention Programs
  • Supplemental and Intervention Programs
  • Usage Guidelines
    • Early Reading Intervention
    • Corrective Reading
    • Horizons
    • Language for Learning and Language for Thinking
    • Phonics for Reading
    • Reading Mastery Classic
    • Read Naturally
    • Read Well
    • Touchphonics
 • Identifying Students Who Need Additional Instructional Support and Planning Support
    • Planning Instructional Groups (Steps 1-3)
    • Planning Instructional Groups (Step 4)

IBR III: Achieving Healthy Grade Level Systems in Beginning Reading
(February 1-2, 2006)

 • Evaluating the Health of a Grade Level System Using Summary of Effectiveness Reports
 • Achieving a Healthy Grade Level System
 • Progress Monitoring: The Link Between Instruction and Reading Proficiency

IBR IV: Evaluating and Planning (Spring 2006)
 • What Are Our Goals?
 • How Are We Doing?
 • How Do We Get There?
 • Breakout Activity: Kindergarten
 • Breakout Activity: First Grade
 • Breakout Activity: Second Grade
 • Breakout Activity: Third Grade
 • Grade Level Action Planning Tool

IBR V: Coaches and Teachers Working Together to Improve Student Outcomes (October 5-6, 2006)
 • Coaches and Teachers Working Together to Improve Student Outcomes
 • Introduction to Lesson Progress Reports
 • Nine General Features of Instruction

IBR VI: Dynamic Vocabulary and Comprehension Instruction with Anita Archer (February 7-8, 2007)
 • Dynamic Vocabulary Instruction in the Elementary School
 • Vocabulary Logs and Practice Activities
 • Comprehension Strategy Instruction: What Should Instruction Look Like?
 • Reading Comprehension in the Elementary Grades: Before Passage Reading
 • Reading Comprehension in the Elementary Grades: During Passage Reading
 • Reading Comprehension in the Elementary Grades: After Passage Reading
 • Scaffolding Reading Comprehension in the Elementary School

IBR VII: Grade Level Team and Early Reading Team Meetings
(Spring 2007)

  • Spring 2007 IBR Preparation: Preparing for GLT and ERT Meetings
  • Grade Level Team Worksheet
  • Grade Level Team Activity Example
  • Early Reading Team Worksheet
  • Summary of Effectiveness Cheat Sheet
  • Summary of Effectiveness Highlighted Cheat Sheet
  • 2007-2008 School Action Plan
  • 2007-2008 Sample Action Plan: Middlebury Elementary
  • Spring 2007 IBR Materials List

Cohort B-ELL

IBR I: Selecting a Core Program (June 24, 2005)
  • Oregon Reading First: Progress Overall and Progress with English Language Learners
  • Cross-Linguistic Transfer of Reading Skills for Children Learning to Read in English and Spanish: What Does the Evidence Tell Us?
  • Review of Houghton Mifflin's Lectura Program

IBR I: IDEL Training (August 26, 2005)
  • Administration and Scoring of Fluidez en el Nombramiento de las Letras (FNL)
  • Administration and Scoring of Fluidez en la Segmentación de Fonemas (FSF)
  • Administration and Scoring of Fluidez en las Palabras sin Sentido (FPS)
  • Administration and Scoring of Fluidez en la Lectura Oral (FLO)

IBR II: Identifying Students Who Need Support and Planning Support (September 29, 2005)
  • Evaluating Fall Data and Planning Instruction for ELL Students Receiving Spanish and English Instruction
     • ELL Data from Cohort A
     • Creating Interaction Tables Using DIBELS and IDEL Data
     • Review of Cross-Linguistic Transfer of Reading Skills for Children Learning to Read in English and Spanish
     • Interpreting the Interaction Between DIBELS and IDEL Fall Data
     • Creating CSI Maps for ELL Students Receiving Spanish and English Reading Instruction