This professional development session was an extension of the December 2008 training From Data Analysis to Instruction: A Problem-Solving Approach, which was delivered to Texas Reading First partners, reading technical assistance specialists (RTAs), education service center (ESC) representatives, and Higher Education Collaborative (HEC) members. Inspired by a Curious George theme, participants at this professional development session were encouraged to “be curious” about their data. The training session included opportunities for participants to work through a scenario scripted at multiple education levels. With five different training groups, participants were asked to focus on either a student-level, classroom-level, grade-level, campus-level, or district-level scenario. Using their extensive experience from the field, participants had the opportunity to work in small groups, problem solve to identify multiple stakeholders who might affect problems within their scenario, and share some potential solutions.

The focus of the January training session was to slow down the problem-solving process and think critically about each individual step, allowing participants to be more effective in creating lasting solutions. The theme for this session was centered on travel, something with which all participants and presenters in Texas Reading First are very familiar. Inflatable Southwest Airlines airplanes and Texas state maps helped get participants in the spirit as they “took their curiosity on the road.”

Participants were asked to share a problem that they had recently encountered in the field and bring in any data related to that problem. Participants then worked within their small groups to determine the problem that they would focus on for the training session. Using the LACIRS model (Leadership, Assessment, Core Reading Program, Instructional Framework, Reporting/Accountability, Sustainability) as a framework to structure the problem-solving process, participants spent their day “traveling” though eight progressive steps toward a working solution for the selected problem. Participants began with identifying the problem from several surface-level indicators. Then, they reflected on the underlying contributing factors and identified the stakeholders who affected that particular problem. Participants “traveled on” as they discussed desired outcomes, what was needed to achieve their goals, and what was realistically within their power to achieve. To wrap up the process, participants completed a timeline for implementation, a rubric to monitor progress toward their goals, and a one-page summary of the entire process to serve as a reference. Texas Reading First partners facilitated the small groups, working to assist participants with “going deeper” and addressing the complexity of problems in education and the complex solutions that are sometimes required.

While this professional development was not a training of trainers (TOT), participants appreciated the group-work format and the opportunity to work on their own real-life problems. Several participants commented on the benefits of “traveling” through the process with others in their small group. One participant wrote, “Sharing problem solving with other people in my group allowed me to see various points of view.” Another wrote, “Having a group work together on my scenario gave me different perspectives on the problem.”

As we move into the future of education, we must focus on sustainability and lasting change. Often, this lasting change represents shifts in how we address problems that arise. The Texas Reading First Initiative encourages reflective problem-solving processes. The From Data Analysis to Instruction: Finding Your Way to Implementation training can assist us in implementing a shared problem-solving approach through deep reflection as we work toward meeting the needs of the ever-changing environment of education.

This fall, kindergarten and first-grade teachers in Region 5 spent a day evaluating their reading centers and sharing thoughts and ideas on how centers work best for them. Teachers saw how they could improve their schedule or create space for centers in their classrooms. After a morning of sharing and learning best practices for centers, the real fun began!

As lively music played in the background, the atmosphere of the room was like that of a school playground. Teachers were working hard making center activities, laughing, sharing stories, and making personal connections. Each teacher received all of the materials necessary to make and take 30 center activities that varied across the five components of reading. The expressions on their faces and the moments of sharing are what teaching is all about.

Region 5 is currently planning the same workshop for second- and third-grade teachers. The day after the kindergarten and first-grade workshop, Region 5 received numerous e-mails and phone calls from people who did not want to miss out on the second- and third-grade workshop.

There is no better way to ensure that teachers implement research-based activities and ideas than to give them the tools they need to be successful.

Louise Dermody, principal, and Jami Chavarria, local campus coach (LCC) at Sonora Elementary in Sonora ISD, attribute solid data collection and analysis as the success catalyst for teachers and students. “The implementation of benchmark testing and progress monitoring, combined with the use of grouping mats and data grids, has assisted our staff in analyzing data,” Dermody said. “The data attest to the fact that we are producing readers who are more capable, confident, and successful than the years prior to Reading First.”

Troy Batts, principal at Olney Elementary in Olney ISD, credits Reading First with Olney Elementary receiving TEA’s Gold Performance Acknowledgement and Recognized rating the past 3 years, the reduction in special education population from 19.9% in 2004-2005 to 9.1% in 2007-2008, 44% of third-graders being “commended” on the TAKS in 2008, and 46% being “commended” on the first administration in 2009.

Beverly Harrell, LCC at Cisco Elementary in Cisco ISD, takes professional development presented by Kathy Balch, reading technical assistance specialist (RTA), to a higher level by creating grade-level meeting agendas featured in the Elements of Understanding modules and the Graphophonemic Knowledge Word Analysis charts. Cisco Elementary has enjoyed rates of 45% of its students being “commended” last spring on the TAKS, 94% passing the first administration in 2009, and 52% being “commended” in 2009. Cisco Elementary continues to be visited by Reading First and non-Reading First districts to observe classroom instruction.

Nan Sublett, LCC at Paint Creek Elementary in Paint Creek ISD, sees a real difference in the students. About 40% of Paint Creek Elementary’s students were “commended” on the 2008 TAKS, 100% of its third- and fifth-graders passed the first administration in 2009, and 73% of its third-graders were “commended” in 2009. By using the data to plan instruction, teachers have been able to provide appropriate instruction to improve students’ reading skills. One student, who emigrated from Russia at age 5, transferred to Paint Creek in third grade and was reading on first-grade level. This student passed the TAKS on the first administration, in the spring of 2008.

As the data show, improving academic performance starts with strong leadership from the superintendents, principals, LCCs, and quality teachers. When students are given the right tools, they can compete with the best.

Implementation at Berry Elementary began by identifying an area of improvement upon which to focus. After reflecting on data from both assessments and classroom observations, the school leadership determined that increasing student engagement would positively affect achievement.

At the invitation of the school and Reading Technical Assistance Specialist (RTA) Enrique Cruz, Reading First partners presented the Think-Turn-Talk module, followed immediately by time for teachers to develop lessons. At the conclusion of the session, Principal Deborah Silber demonstrated her commitment to implementing the Think-Turn-Talk routine by asking grade-level teams to identify a date upon which they might be observed in the early stages of implementation.

Teachers soon began seeing differences in their students’ comprehension. As one teacher said, “I have experienced my students . . . focusing more and understanding the text better during their reading.” Another teacher said that students are “more engaged with the stories, and they are starting to have more intellectual conversations during the readings.”

This enthusiasm prompted a follow-up presentation of Reading With Purpose. Comprehension purpose questions (CPQs) were implemented alongside the Think-Turn-Talk routine. A subsequent meeting allowed teachers the opportunity to reflect upon successes and challenges in implementation of both modules.

These successes are not limited to a single campus; they are being observed throughout the state. For example, teachers in Region 4 who have been trained in Making Connections Section 1: Building and Activating Background Knowledge have used the anchor lesson from the training to create touchstones in their students’ use of the strategy.

RTA Joanna Oliver explained that in Region 6, “CPQs are running rampant.” Not only are teachers posing CPQs for reading, but they also are planning CPQs across the curriculum. One campus also implements a comprehension strategy focus each month. “We see amazing posters in the hallway that show how they are emphasizing strategies,” Oliver said. “We also hear academic language buzzing through the school from administrators to teachers to students. The strategies accompany students home in the newsletters. Comprehension instruction is extremely evident as you walk in classrooms throughout this region.”

In other parts of the state, RTAs report that teachers are effectively implementing strategies from the modules. “Teachers are taking time to plan cognitive strategy instruction, and comprehension scores are rising on weekly assessments,” RTA Laura Smith said.

The true measure of success of these comprehension modules is how thinking about text has been challenged for both teachers and students. One teacher explains that now, when planning her weekly reading lessons, “I read the story, and then I diagnose my own thinking.”

This thoughtful instruction increases opportunities for students to think deeply about text. As one teacher said, “It allows students to think beyond the ‘boundary’ of the story and explore possibilities.”

For these data, we will focus on the percentages for TRFI and Texas state scores. We will discuss some cycle 2 students’ TAKS data after the cycle 1 graphs.

Additional cycle 2 data is forthcoming.

It is notable that in every category, the percentages of students passing in TRFI campuses were higher than the state averages. Additionally, in 2008, more than 50% of the Reading First campuses were rated either “Exemplary” or “Recognized.” As Cycle 1 schools are nearing the end of Reading First funding, it is heartening to see these student gains. Congratulations!

In addition to this ongoing support, numerous examples convey the dedication and commitment that goes into the role of an RTA. RTAs have either individually, or with the support of partners, contributed to the following: development of files graphing Texas Primary Reading Inventory (TPRI) and Tejas LEE data, creation of a phonological awareness continuum instructional activities book, delivery of graphophonemic knowledge and outcome assessment webcasts, and participation in middle of the year (MOY) strategic leadership meetings.

RTAs have also spent time during the past 2 months participating in team meetings with their respective project managers. These sessions have been held in various parts of the state and have focused on enhancements and developments in the field, along with refining reading instructional plans, planning for summer professional development, sharing the many successes that have occurred throughout the year, and strategizing ways to assist campuses and districts with sustaining Reading First components.