Strengthening Tier I Kim St. Martin March, 2010 Ingham ISD

Strengthening Tier I

Kim St. Martin

March, 2010

Ingham ISD

AcknowledgementsThe content for today’s training is based on

the work of:

• Anita Archer• Ed Kame’enui• Beth Harn• Debra Simmons

• Margie McGlinchey• Kim St. Martin• John Vail

When you see this, it means. . .

This is an important idea!

Agenda

• Strong Core Instruction– Allocation of Time– Effective Materials and Instructional Practices

• Differentiation– Creating Work Stations for the Reading Block– Maximizing Learning While Minimizing Disruptions

• Evaluation of the Schoolwide Reading Model:– Planning and Evaluation Tool-Revised (PET-R)

• Action Planning

By the end of the day teams will…

• Discuss necessary components of strong, core reading instruction

• Complete an audit of tier I core reading practices for one grade level

• Utilize documents to identify instructional priorities around the five big ideas of reading

• Define the necessary components of explicit and systematic instruction

• Review data for at least one grade level in order to identify an instructional priority that needs an increased instructional emphasis

You will need….

Where we left off…• Instilling basic literacy skills is necessary. The

gap between good and poor readers only widens

• Adolescent readers (4th-12th grade) need continuous support in literacy instruction as the reading and higher level thinking demands increase over time

• Without identifying instructional priorities, there wouldn’t be enough time for teachers to teach all the learning standards to mastery

Where we left off…

• Providing students opportunities to respond and receive feedback has the biggest impact on student learning

• Maximizing students’ “reading engaged time” is the biggest single indicator of reading achievement. (Miles on the page!)

How do we alter the fewest number of variables that will give us the biggest return?

Three things…..

Strengthen the core…

Strengthen the core…

STRENGHTEN the CORE!

Intensity of Supports

Continuum of Supports

Students within Schools

Universal PreventionCore Instruction, all students,preventive, proactive and should meet the needs of at least 80% of the students relating to mastery of critical skills. A good core has materials to use with lower-performing students as well

Targeted Intervention Supplemental, some (15%) students, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific for few (5%)

Why focus on the “core”

• The “core” is defined as what all students have access to for daily instruction in learning how to read.

• The core does not only mean a “basal” program.

• Goal: grade levels should aim for at least 80% of their students to meet grade level criteria for critical skills: phonemic awareness, alphabetic principal, fluency, vocabulary, and comprehension

Why focus on the core

• Strengthening the core doesn’t only deal with “what” materials, resources, activities students are engaged in on a daily basis but…

• It also deals with how instruction is delivered. The core also means ensuring effective instructional strategies are being used consistently and systematically across all levels of learners

The Impact of “Time”

How Much Time is Enough?• Research continues to point towards the

variable of “time” which is needed to improve student reading performance

• 90 minutes allocated for reading instruction (miles on the page) is necessary for students to read at or above grade level

• Time is allocated to provide high quality reading instruction around the explicit and systematic teaching of the five big ideas

90 Minute Reading Block

• Encompasses whole group and small group instruction

• Whole group instruction: used to introduce information explicitly and systematically and is delivered to meet the needs of most students in the classroom

• Small group instruction: delivered through work stations to reinforce and review skills

90 Minute Reading Block

• Encompasses whole group instruction, teacher-led small group instruction, work stations, and independent learning opportunities

• Assessments are used to provide feedback loops to teachers at multiple levels to determine if the various forms of instruction during the reading block are effective

90 Minute Reading Block

• Whole group instruction: used to introduce information explicitly and systematically and is delivered to meet the needs of most students in the classroom

• Small group teacher-led instruction: is provided based on student need and is grounded in progress monitoring data because movement in and out of groups should be fluid and based on assessment results

Other “Time” Considerations

• The reading block should be prioritized and protected from unnecessary interruptions– Communicates reading is a priority– Allows for coordination of resources (time,

people, materials) across the grade levels– Ensures all students are receiving the

necessary amount of time for reading instruction

Schoolwide Reading Model

• Schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment and instruction for ALL students

• Ensures ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for EACH student

But what about the “when”, “who”, “what” and “how” for strong core instruction?

Strong Core Instruction

• When: ensuring skills are properly sequenced and mastered at the appropriate time to ensure further learning

Teaching Component Skills

• Students need explicit and systematic teaching in the necessary skills to become good readers

• Component Skills:– Phonological awareness– Alphabetic principle– Fluency

• The component skills lead to the gateway of comprehension

Curriculum Maps(Oregon Reading First 180 day pacing guide)

How to Read Curriculum Maps

Months

X Instructional Emphasis

“Big Idea”

Skill Outcomes

Measurable DIBELS Benchmark

Third Grade

History of the Curriculum Maps

What about the GLCE’s?

• Huron ISD has done the alignment between the Oregon Reading First Maps and the GLCE’s

• www.hisd.k12.mi.us

• Home page: On the left hand side click, “Literacy”

• Go to, “Literacy Pacing Guides-What to Teach and When for Grades K-3”

Common Questions

• Do we teach the specific skills listed on the maps only during the months in which there are x’s?– When looking critically at your core reading

materials, you want to look to see if the skills and outcomes are introduced and systematically taught during the months identified.

– If you have students needing more review and scaffolding of the skills, the skills can be addressed when differentiating instruction

Common Questions

• What about fourth and fifth grade?– Fourth and fifth grade teachers who read

through the skills and outcomes find that what is listed is applicable for their grade levels as well

– Remember that fourth and fifth grade falls under the umbrella of adolescent literacy. The big ideas are similar but academic literacy becomes a larger presence in order for our adolescent to be successful in middle and high school

Strong Core Instruction

• How: – Ensuring effective instructional strategies are

being taught explicitly and systematically across all levels of learners

– Creating feedback loops to teachers that provide information on effectiveness of initial teaching and re-teaching needs

– Establishing and implementing an on-going process to ensure fidelity of implementation

Defining Explicit• Teacher models and explains

• Teacher provides guided practice– Students practice what the teacher modeled and

the teacher provides prompts and feedback

• Teacher provides supported application– Students apply the skill as the teacher scaffolds

instruction and provides feedback

• Students work together to practice skill

• Independent practice

Defining “Systematic”

• Guided by a scope and sequence that is comprehensive and teaches all the appropriate knowledge and skills in a “programmatically scaffolded” manner

Curriculum Maps(Oregon Reading First 180 day pacing guide)

1st Grade Decoding Explicit Instruction

Activity

• Using the Curriculum Maps, review the skills/outcomes listed for one grade level that you have represented in your team.

• Think of the core program that is being used within that grade level.

• How will you use this tool assist your grade level teams in ensuring the lessons being taught from the core program are aligned to the skills/outcomes and high priority skills are being emphasized within the core?

Strong Core Instruction

• Who needs training?

• What materials, resources, strategies will be used to provide strong core instruction?

• How does the variable of “time” factor into the equation?

Who needs training?

• Grade level teachers and other support staff who will be providing core instruction.

• Training is not just familiarization of the materials that will be used for instruction.

• Majority of the training will be in the understanding and use of the explicit instructional routines that are included in the programs and how the skills are sequenced across time

What materials and strategies?

• All materials that are used during core reading instruction should be anchored in research (National Reading Panel)

• Specific programs should have research supporting improved student outcomes either through the program itself or research supporting the strategies that are being taught in the programs/materials

Impact of “time”

• The organization of time in the reading block should center around a combination of whole group, small group, work stations, independent student activities (adding up to 90 minutes)

• Management systems should be in place to minimize the amount of time teachers are having to redirect and reprimand misbehavior

Activity• Review the example resource audit provided.

Complete an audit of the “core” for one grade level in your building identifying:– Time– Materials

• Whole Group• Small Group• Work Stations• Individual Students

– Assessment

You will need….

You must use data to gauge if your core is effectively

meeting the needs of all students.

Data-Driven Instructional Decisions

What Kinds of Reading Assessments?

• Two kinds of information is required:– Information to guide schoolwide planning and

allocation of resources– Information for teachers to guide instructional

decisions• Grade level data• Individual student data

Torgesen, Houston, Rissman (2005)

Schoolwide Planning Data

• Data will be reviewed at multiple levels– Schoolwide– Grade level– Individual student level

Schoolwide Guiding Questions

• Celebrations

• What is your data telling you?• Are there any recognizable patterns or

trends over time?• Is there an upward trend? If so, is the rate

adequate to meet the goal?

• What system’s support is needed to accomplish goals?

Grade Level: Guiding Questions

• What proportion of students are able to meet grade level standards at the end of each grade?

• Are there particular reading skills or standards that present special difficulties for students on the progress monitoring or year-end outcome tests?

Torgesen, Houston, Rissman (2005)

Grade Level: Guiding Questions

• What proportion of students in each classroom and grade level area becoming more proficient readers as the year progresses?

• At the beginning of the year, which students are at special risk of not being able to meet grade-level standards by the end of the year

Torgesen, Houston, Rissman (2005)

Grade Level: Guiding Questions

• Which students are making adequate progress, and which may need additional, or improved instructional support?

Torgesen, Houston, Rissman (2005)

Assessment Audit

Assessments for Different Purposes

• Outcome: provides a “bottom-line” evaluation of the effectiveness of the reading program in relation to established performance levels

Assessments for Different Purposes

• Screening Assessments: Designed as a first step in identifying students who may be at high-risk for delayed development academic failure. Typically administered three times per year (fall, winter, spring) with the intent to link students with need to immediate intervention

Assessments for Different Purposes

• Progress Monitoring Assessments: Determine through frequent measurement if students are making adequate progress or need more intervention to achieve grade level reading outcomes

• Diagnostic Assessments: Help teachers plan instruction by providing in-depth information about students’ skills and instructional needs

Screening Assessments

Screening Assessments Are…. Screening Assessments Are NOT….

•Efficient to administer •Difficult to administer

•Readily available •Difficult to gather assessment materials

•Efficient to compile & view data •Time consuming to administer and score

•Reliable •Assessments that have no reliability, validity data in the technical manual

•Reasonably valid •Assessments that measure beyond critical skills

•Measure critical skills

Relation of AIMSwebto Purposes of Assessment

Utility of AIMSweb

Purpose of Assessment Utility

Screening Yes

Diagnostic Possibly with expert teachers

Progress Monitoring Yes

Outcome Selected Measures

Activity: Part I• List all the assessments your schools administer on

individual post-it notes. • Sort the post-it notes by the types of assessments

and place in the proper quadrant• Discuss findings

Outcome Assessments

Screening Assessments

Diagnostic Assessments

Progress Monitoring Assessments

Completed Audit: ExampleOutcome Assessments

•MEAP •Gates Macginitie•Terra Nova•Reading Theme Test•AIMSweb (specific measures like R-CBM)

Screening Assessments

•AIMSweb

Diagnostic Assessments

• AIMSweb (i.e. R-CBM with error analysis)•Running Records•DRA•MLPP

Progress Monitoring Assessments

•AIMSweb•Formative Assessments•Skills tests that are completed incrementally before a content area unit assessment Is given

Analyzing AIMSweb Reports

http://www.aimsweb.com

“Data” Need Not Be a Four- Letter Word Horner, Sugai, & Todd

Decision making should drive the data system-not the other way around!

A. What decisions will be made with the data?

B. Who will make those decisions?

C. How often and when will data be needed for decision making?

So many reports, so little time!

Report Walk Through

Scores and Percentiles Report (Rainbow Report)

What Decisions?How are students doing at a given grade level?

How many are Low Risk? How wide is the spread of skills? Which students have similar needs?

How intensive is the need?

Who?

School Improvement Team and

Grade Level teachers.

How often?

Three times per year

Scores and PercentilesRainbow Report

Student Names

Correct Words/Minute and Errors/Minute

Percent Accuracy Level of Risk

Instructional Action

Target Score 50th Percentile

Low Risk >25th PercentileSome Risk11th – 25th Percentile

At Risk≤10th Percentile

A Schoolwide Assessment SystemEach measure has a two part target:

– How much and by when

Target Fall Winter Spring

1st Grade 23 53

2nd Grade 51 72 89

3rd Grade 71 92 107

4th Grade 94 112 123

R-CBM

Target Fall Winter Spring

1st Grade 1 3 8

2ndGrade 4 10 14

3rd Grade 12 15 16

4th Grade 13 19 19

MAZE

Ingham County Targets for R-CBM are based on the 50th percentile score of the Hasbrouck and Tindal Fluency norms (2006)

Rainbow Report Activity

• Complete page 2 of the AIMSweb Reports Activity Packet

• Compare answers with your partner, discussing any differences

Rainbow Reports

True or False

• Rainbow Reports tell us if there are students who need additional support

• Rainbow Reports tell us how many students need additional support

• Rainbow Reports tell us who needs additional support

What Decisions?Based on combined R-CBM and Maze scores,

the instructional recommendation report indicates how hard we will have to work to bring students to

benchmark or low risk status.

Who?

School Improvement Team and

Grade Level teachers.

How often?

Three times per year

Instructional Recommendation Report

Instructional Recommendation Report

Student names Student R-CBM Scores and National Percentile

Student Maze Scores and National Percentile

Instructional Recommendations

Instructional Recommendation Report Activity

• Complete Page 3 of the AIMSweb Reports Activity Packet

• Compare answers with your partner, discussing any differences

A Point to Ponder

• All students with similar instructional recommendations do not necessarily need the same instruction, just the same level of intensity.

Above and Below Target

Above and Below Target Report Activity

• Complete Page 4 of the AIMSweb Reports Activity Packet

• Compare answers with your partner, discussing any differences

Student Improvement Report (Box Plots)

What Decisions?

What is the range of skill level across the grade and over time? In comparison to

others tested, how is this student performing? Is this student making catch

up growth (closing the gap)?

Who?

Grade level teachers

How often?

Three times per year

Box & Whiskers Graphs (Box Plots)

AIMSweb commonly uses box plots to report data.

This chart will help to understand box plot graphs:

9090thth percentile percentile

1010thth percentile percentile

outlieroutlier

Average range of Average range of population population includedincluded in in

sample.sample.

Below Average Below Average RangeRange

Above Average Above Average RangeRange

75th percentile

50th percentile

25th percentile

Example: AIMSweb Box Plot

126

102

31

15

___of studentsscored above 126

___% of studentsscored above 102

___% of students scored above 80

___% of studentsscored below 80

___% of studentsscored below 31

___% of students scored below 15

KEY

KEY

80

50

25

10

10

25

50

Reading Improvement Report

Student Improvement Report and Box Plot Activity

• Complete Page 5 of the AIMSweb Reports Activity Packet

• Compare answers with your partner, discussing any differences

If you remember nothing else about box plots…

• A series of box plots (fall, winter, spring) can be used to depict growth over time

• The Student Improvement Report shows at a glance the student’s score in comparison to a larger set of scores.

Tier Transition ReportWhat Decisions?

How are students doing at a given grade level? What number and percent of students are at various levels of risk?

How intensive is our instructional need?

How have our levels of risk changed from fall to winter, or winter to spring? What movement between tiers accounts for this change? Can the change in current status be attributed to change of performance of at risk, some risk, or low risk

students?

Who?

School Improvement Team

Grade Level and Classroom Teachers.

How often?

Three times per year

Tier Transition Report

Percent of students at various levels of risk in fall, winter, and spring

Number and percent

Movement between tiers from fall to winter, or winter to spring. Who went where?

Tier Transition Report Activity

• Complete Page 6 of the AIMSweb Reports Activity Packet

• Compare answers with your partner, discussing any differences

Progress Monitoring Report

Pulling it All Together

• Complete the matching task at the end of the Activity Report Packet.

Activity

• After reviewing your data, for one grade level identify at least one instructional priority from the Oregon Reading First Curriculum Maps that needs to be taught more explicitly and systematically – (i.e. first grade: alphabetic principle,

kindergarten: phonemic awareness and alphabetic principle)

You will need…

Assignment

• Be prepared to think about how to provide differentiated instruction for the instructional priority you identified

• We will be using a systems tool for assessing our Schoolwide Reading Model