Moving Research into Classrooms: Hillsboro School District’s Plan for Multi-tiered Literacy Instruction K-12 College of Education Center on Teaching and

Moving Research into Classrooms:

Hillsboro School District’s Plan for Multi-tiered Literacy

Instruction K-12

College of Education

Center on Teaching and Learning


University of Oregon • College of Education • Center on Teaching and Learning

IntroductionsBrenda Kephart, Office of School Performance Director

[email protected]

Christie M. Petersen, Title I Coordinator

[email protected]

Pam Zinn, EBISS Coordinator

[email protected]

mailto:[email protected]





The Mission of the Hillsboro School Districtis to ensure each student graduates prepared to succeed and contribute in a global society by engaging our diverse learners in challenging, personalized programs of educational excellence.



DemographicsYearTotal Pop

Hispanic White Black Asian

1996 15,898

2,418

15.2% 12,514 78.7% 182 1.1% 697 4.4%

2000 18,081

3,632 20.1% 12,930 71.5% 291 1.6% 1,102 6.1%

2005 19,562

5,379 27.5% 12,233 63.5% 437 2.2% 1,386 7.1%

2008 20,251

6,237 30.8% 11,794 58.2% 528 2.6% 1,542 7.6%



Students in Need (Free-Reduced Lunch Rates)

Year Numbers Percentage

1996 4505 28.21%

2000 5034 27.88%

2009 8802 43.7%



Time Line for Hillsboro 2005-2007

• All Title schools started using Universal Screenings• Reading Coaches in Title Schools• Supplemental Kinder started• Title Schools have basic literacy plan that all followed- with

Literacy Quadrant resource• Approved core, supplemental and intervention programs-

Scientifically Research Based• Literacy Cadre started with non Title Principals• PBIS Implementation first phase in 17 schools



Time Line for Hillsboro 2007-2009

• LA Task Force for new LA adoption- spent one year in process• PBIS phase two of roll out in another nine schools• K-12 Literacy Plan implemented• EBISS Leadership team formed• Instructional/Intervention Coaches added to the non Title

Elementary & Secondary Schools• Developed HSD EBISS/RTI Manual• Begin roll out of RtI phase one• PBIS last phase of roll out of four remaining schools



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We can effectively teach all children. Administer universal benchmark assessments

three times a year. Deliver instruction from a core program for all. Use research-based, scientifically validated

curriculum, interventions, and instruction. Use a multi-tier model of service delivery. Intervene early. Use data to make instructional decisions. Monitor student progress to inform instruction. Increase time and intensity of instruction

when students fall behind.

CORE Principles of HSD K-12 Literacy Framework



A Closer Look at Our Data



Kindergarten Progress 2004-2009

DIBELS Data



First Grade Progress 2004-2009

DIBELS Data



Second Grade Progress 2004-2009

DIBELS Data



78% 78%71% 72%

71% 56%65%

80% 82%73% 74% 73%

74% 70%

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade10th Grade

Total for the District- Reading OAKS Results

2007-2008 2008-2009

How Are We Doing?



How Are We Doing?



Hillsboro School District’s IES Practice Guide

Implementation



Recommendation 1

Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of students who are at elevated risk for developing reading disabilities.



Hillsboro’s Plan for Universal Screening

District level teamKAT (K-8 Assessment Team)3 times yearlyDIBELS & easyCBM (K-8)

Things that need to be in placeCoordinator at District and school levelInitial training then Refresher trainingsCalibration trainingPeriodic fidelity checks



Tier 1: Benchmark DIBELS two additional times per year In program assessments

Tier 2: Strategic DIBELS Monthly In program assessments (core & interventions)

Tier 3: Intensive Non-EBISS schools

DIBELS bi-monthly In program assessments

EBISS Schools DIBELS Weekly In program assessments

Progress Monitoring Schedule



Students are significantly below benchmark targets as measured by multiple assessments. Ninety minutes of intensive instruction is needed to help the student catch up in a replacement program. An additional thirty to sixty minutes focused on the area of weakness may be needed. Assessments occur every 1-2 weeks.

INTENSIVE

STRATEGIC Students are not meeting benchmark targets as measured by multiple assessments. Ninety minutes of instruction (direct, re/pre teaching and adjustments in pacing and complexity is needed for the student to catch up. Assessments must occur every 3-4 weeks.

BENCHMARKStudents are generally meeting benchmark targets as measured by multiple assessments. There may be an occasional need for re-teaching . Some sort of differentiated instruction is woven into lesson planning. Generally, no interventions are need. Assessments should occur every 6- 8 weeks.

ADVANCED

Students consistently exceed benchmark targets and handle advanced materials. Interventions need to provide challenge, extension and enrichment. Assessments should occur every 6-8 weeks.



Recommendation 2

Provide differentiated reading instruction for all students based on assessments of students’ current reading levels (Tier 1)



Advanced Instruction Time

Elementary: 90 minutes of Adopted Reading Curriculum and 60 minutes Language Arts (Writing, Grammar, Speaking & Spelling)

Middle School: 90 Minutes Accelerated Language Arts Curriculum High School: Advanced Language Arts Class

Instruction Advanced Instruction (High School: AP/IB) Comprehensive supplemental instruction Small differentiated groups within the class Balanced non-fiction and fictional text Independent application of higher order thinking skills Extended vocabulary and comprehension strategies Application of skills and strategies Challenging materials for student level/rate Standards beyond grade level expectations Transitional support between tiers

Assessment Universal Screening, Formative, and Summative



Benchmark (Tier 1) Instruction

Time: Elementary: 90 minutes of Adopted Reading Curriculum and 60

minutes Language Arts (Writing, Grammar, Speaking & Spelling) Middle School: 90 Minutes Adopted Language Arts Curriculum

Instruction High School: Language Arts Class

Instruction: Comprehensive adopted core instruction Comprehensive supplemental instruction Small differentiated groups within the class Balanced non-fiction and fictional text Develop higher order thinking skills Enhance vocabulary and comprehension strategies Explicit, direct and sequential instruction, modeling, think-aloud, check for

understanding, active engagement, and guided practice Independent practice Transitional support between tiers

Assessment Universal Screening, Formative, and Summative



Tier 1 Support in HSD

Houghton Mifflin Core Houghton Mifflin Enhancements Coaching Teacher training in reading and

interpreting data Data driven decision rules



HSD Decision Rules for Non-EBISS Schools

Grade level collaboration team meetings

every 4-6 weeks: Based on DIBELS PM & In program

assessment, decisions are made regarding a student’s response to intervention

Level of support adjusted



HSD Decision Rules (EBISS Schools)

EBISS Intervention Team meetings every 6 weeks

Standardized Decision Rules & Protocols that are used to guide instructional decision making for students (RtI/ LD eligibility)

Intervention Adjustments and ChangesAdjustments to Intervention

(Applied to intervention as necessary, does not require documentation or EBISS team decision)•Considerations for the Student

MotivationoAdd incentivesoChange incentivesoIncrease success goaloIncrease communication between interventionist, classroom teacher, and parentoAdd a behavior planoAdd an attendance planoProvide additional language support

Increase level of active engagement

•Considerations for Curriculum/ProgramCheck fidelity of implementation of program

oProvide additional trainingoAdd a coaching componentoMaterials are adequate to accommodate all students

•Considerations for Instruction (Practices)Increase explicit strategy instructionIncrease pace of instructionIncrease opportunities to respondPre-Teach and/or Re-Teach LessonsEmploy standard cueing correction proceduresBuild/activate prior knowledgeIncrease the use of graphic organizers

•Considerations for Instruction (Logistics)Change instructorChange seating within groupProvide instruction in small units throughout the dayChange physical environment Daily lesson completion (add time if needed)

Change in InterventionConstitutes a new intervention,

decided upon by EBISS team•Add additional intervention session •Reduce group size by 50%•Change curriculum according to K-

12 Literacy Plan



Recommendation 3Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening. Typically, these groups meet between three and five times a week for 20 to 40 minutes (Tier 2).



Strategic (Tier 2) Instruction

TIME Elementary: 90 minutes of Explicit Adopted Reading Curriculum w/ additional 30

minutes Supplemental Curriculum and 60 minutes Language Arts (Writing, Grammar, Speaking , and Spelling)

Middle School: 60 minutes Adopted Language Arts Instruction with support, plus 60 minutes Literacy Intervention

High School: 2 classes: Adopted Language Arts Curriculum with support, plus Literacy Intervention

INSTRUCTION Enhanced comprehensive adopted core instruction Accelerated supplemental intervention Highly qualified instructor Native language literacy support Small class (19-24) Daily small groups (low teacher ratio proportionally appropriate to grade level) Targeting instruction to meet student’s need(s): phonics, fluency, vocabulary,

comprehension, language and writing Transitional support between tiers Communication with student, parents, instructional staff, and specialist Explicit, direct and sequential instruction, modeling, think-aloud, check for

understanding, active engagement, and guided practice Assessment

Universal Screening, Progress Monitoring, Formative, and Summative



Houghton Mifflin Enhancement

Strengthen the core Lesson Maps & Templates

Taught dailyRepetition of skills to build automaticity

graduallyDirect, Explicit Instruction for teacher-student

interaction with opportunities for practice and feedback



Recommendation 4

Monitoring the progress of Tier 2 students at least once a month. Use these data to determine whether students still require intervention. For those still making insufficient progress, teams should design a Tier 3 intervention plan.



Collaboration

Teams meet monthly & review students data and use decision rules to make instructional changes

Collaboration/EBISS data teams are on going in nature and continue to meet, discuss, and determine next steps for students who continue to fall below aimlines.



Recommendation 5

Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time in Tier 2 small group instruction (Tier 3)



HSD K-12 Literacy Plan moves right to Tier 3 if

students are intensive to aggressively close the

achievement gap for students!



Yearly Goal

Yearly Trend Line for Students 2 years Behind

September June

Yearly Growth for All and Catch-Up Growth for Some

Benchmark Trend Line

Catch-Up Growth



Intensive (Tier 3) Instruction

TIME Elementary: 90 minutes of Replacement Curriculum w/ additional 30 minutes Targeted

Intervention and 60 minutes Language Arts (Writing, Grammar, Speaking and Spelling) Middle School: 90 minutes of Replacement Curriculum Literacy Intervention High School: 90 minutes of Replacement Curriculum Literacy Intervention

INSTRUCTION Replacement intervention instruction Accelerated literacy intervention Highly qualified instructor Fidelity of instruction Native language literacy support Smallest class size (16-18) Daily small groups (low teacher ratio proportionally appropriate to grade level) Targeting instruction to meet students’ needs: phonics, fluency, vocabulary,

comprehension, language & writing Transitional support between tiers Response to intervention model Communication with student, parents, instructional staff, and specialist Explicit, direct and sequential instruction, modeling, think-aloud, check for understanding,

active engagement, and guided practice Multiple opportunities for practice 5 Mores: explicit instruction, modeling, guided practice, feedback, & time

Assessment Universal Screening, Progress Monitoring, Formative, and Summative



Lincoln Street Video: Our Plan in Action!

Visitors welcome Contact either Brenda Kephart or

Christie Petersen for more information regarding scheduling.



The greatest danger for most of us is not that our aim is too high and

miss it, but that it is too low and we reach it.

Michelangelo

Documents

Moving Research into Classrooms: Hillsboro School District’s Plan for Multi-tiered Literacy Instruction K-12 College of Education Center on Teaching and