Oregon Reading First Pathfinder School Professional Development Needs Assessment Directions: For each item, please check the appropriate column (i.e., “In Place” or “Need Assistance”). List additional high-priority professional development needs in the space provided. I. Goals, Objectives, Priorities Potential PD Target

In Place

Need Assistance

1. Copy of filled out PET/RAP for 2003-2004 on file at school? 2. Three goals on the 2003-2004 RAP met? If not, list goals that still need to be addressed below. Goal: Goal: Goal: 3. List other PD needs in the areas of goals, objectives, and priorities below:

II. Assessment Potential PD Target 1. System for benchmark testing all students in Fall, Winter, and Spring in place and running smoothly? If not, identify difficulties below: 1a. Enough staff trained? 1b. Administration reliable? 1c. Data easily entered into the DIBELS website? 2. Able to generate relevant reports from website based on Fall, Winter, and Spring data? 3. Able to interpret DIBELS results in the reports? 4. Using DIBELS data to group students and plan for instruction? 5. System for progress monitoring strategic and intensive students in place and running smoothly? If not, identify difficulties below: 5a. Progress monitoring booklets downloaded and reproduced? 5b. Trained staff available to administer on a regular basis? 5c. Data easily entered into the DIBELS website? 6. Able to generate progress monitoring reports from the website? 7. Able to interpret DIBELS progress monitoring graphs? 8. Conducting regular grade-level meetings using DIBELS data for decision making?

In Place

Need Assistance

Potential PD Target

In Place

Need Assistance

In Place

Need Assistance

9. Able to adjust instruction based on progress monitoring data? (e.g., generate aim line, change intervention when 3 data points below the aim line, know which variables to alter, etc.) 10. Using error analysis on DIBELS measures to fine tune instruction? 11. School leaders trained to use student DIBELS data for monitoring school progress toward long-term outcomes? 12. List other PD needs in the area of assessment below:

III. Instructional Programs and Materials Potential PD Target 1. Core reading program adopted and used in K-3? Indicate core program below:

2. Core program aligned with SBRR? 2a. Core program evaluated by Oregon Reading First Curriculum Review Panel? If so, list weak areas based on the review below:

2b. Review of core program completed at school site? If so, list weak areas identified by school review below:

3. Teachers using SBRR strategies to enhance the instruction in core program when necessary? If not, indicate areas of training need below: 3a. Teacher training in the area of phonemic awareness. 3b. Teacher training in the area of phonics. 3c. Teacher training in the area of fluency. 3d. Teacher training in the area of vocabulary. 3e. Teacher training in the area of comprehension. 4. Core program meeting the needs of the majority of your students? 5. Current staff trained on core program? 6. Staff implementing core program with fidelity? 7. Teacher receiving support in implementing the core? 8. In-program assessments administered regularly and results used to inform instruction in core program?

Potential PD Target

In Place

Need Assistance

9. Supplemental and intervention programs aligned with SBRR in place to support strategic and intensive students? List supplemental and intervention programs your school is currently implementing below:

10. Supplemental and intervention programs improving reading skills of strategic and intensive students? If not, 10a. Enough supplemental and intervention materials available? 10b. Current staff trained on supplemental and intervention programs? 10c. Supplemental and intervention programs implemented with fidelity? 10d. Placing students in instructional materials that are aligned with their needs? 10e. Need to learn more about alternate supplemental and intervention programs aligned with SBRR that are currently available? 11. CSI maps documenting the use of core, supplemental, and intervention programs have been completed for the 2003-2004 school year? 12. List other PD needs in the area of instructional programs and materials below:

IV. Instructional Time Potential PD Target 1. Utilizing all available staff to deliver more effective and efficient reading instruction? 2. Using classroom management strategies to manage small group instruction? 3. Increasing active engagement of all students? 4. System in place for providing at risk students additional time for reading instruction? 5. List other PD needs in the area of instructional time below:

In Place

Need Assistance

V. Differentiated Instruction/Grouping/Scheduling Potential PD Target

In Place

Need Assistance

1. Using flexible grouping that is based on student needs? 2. Using across-classroom grouping strategies? 3. Using across-grade grouping strategies? 4. Coordinating instruction across grades? 5. Strategies in place to accelerate reading growth of ELL students? 6. Strategies in place to accelerate the reading growth of other specific groups of students (e.g., SPED students)? 7. Teachers setting individual goals for students who are not meeting benchmark goals? 8. List other PD needs in the area of differentiated instruction/grouping/scheduling below:

VI. Administration/Organization/Communication Potential PD Target

In Place

Need Assistance

1. Using collaborative coaching to help teachers improve their reading instruction? 2. Process for conducting grade-level meetings in place? 3. Title I, Special Education, ELL instruction coordinated for students? 4. System in place for reporting student performance to multiple groups, including parents and administrators? 5. School leadership providing active and effective support to meet benchmark reading goals? 6. List other PD needs in the area of administration/organization/communication below:

Group Planning Session:

The goal of this activity is to prioritize PD needs and to determine the amount of time necessary for adequate training on each of the identified needs.

1. Try to decide if there is consensus on the most pressing PD needs. List the top 3 PD needs below: (a) (b) (c)

2. For areas where there is agreement on PD priorities, determine the desired amount of time (from a few hours to multiple days) for adequate training.