Effective Teaming Using Data to Guide Actions

PBIS Coaches Conference October 2010Lisa Bates, Sally Helton, Jon Potter, Tammy Rasmussen & Dean RichardsSally1ObjectivesUnderstand the critical elements of secondary MTIcore instruction, screening and progress monitoring, interventions, meetings Understand the barriers of developing and implementing a MTI system at the secondary level

The Process is Ongoing and Long-Term CONSENSUS

CONSENSUSINFRASTRUCTUREIMPLEMENTATIONCONSENSUSINFRASTRUCTURE

3So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screenerCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsTier 1 is for all students

5

Secondary Core ProgramsCore ObjectivesDefine core programExamine the research on successful secondary core programsLook at real life solutionsConsider barriers and possible solutions

Research on Secondary LiteracyIES Practice GuideReading Next

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdfhttp://www.all4ed.org/files/ReadingNext.pdf8RTI vs. MTIMulti tiered instructional approach would fit in any subject, however, most consider reading and math the fundamental skills.Students are not eligible for Special Education services in Science, Social Studies, ect. Behavior impacts it all!Why reading?More than 8 million students in grades 4 12 are struggling readers (USDoE 2003)40% of high school students cannot read well enough to benefit from their textbooks (NAEP).69 percent of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level (NAEP.)Differences in Learning to ReadEstimates from NICHD research (NC Dept. of Public Education)Population %Journey to ReadingInstructional Requirements5Easy: children read before starting schoolNeed no formal decoding instruction35Relatively EasyLearn to read regardless of instructional approach40Formidable ChallengeNeed systematic and explicit instruction20 One of the most difficult tasks to be mastered during schoolingNeed intensive, systematic, direct, multi-sensory instruction11Joyce likes to use this slide to help participants to understand the importance of the shift in thinking about reading instruction, and thus the adoption of the core curriculum. Read this carefully so you can lead teams to the realization that a non explicit form of reading instruction likely will meet the needs of only 40% of students.Big 5 of ReadingPhonemic Awareness PhonicsFluencyVocabularyComprehension

Hows your herd?

Core program

Interventions

Core programThe research based curriculum and instruction across all classes that allows students to access and respond to text across content areas.ResistanceSome teachers adjust the assignment and content rather than help learn to read Schoenbach et al. (1999).Some content-area teachers expressed resistance to teaching reading. Darwin (2003).Some teachers just want to cover content unaware that helping them to read would help them understand content. Kingery (2000); OBrien, Moje, and Stewart (2001)So. . . we adopt a new way of thinking about:Time and schedules

Students

Curriculum

Teamwork18A fundamental philosophical shiftWe teach students, not subjects!Another way to say it. . . We teach literacy, not literature.-Kelly Gallaghar

Reading Next Infrastructure recommendationExtended time for literacyProfessional developmentOngoing summative assessment of students and programsTeacher teamsLeadershipA comprehensive and coordinated literacy programReading Next Time recomendationExtended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classesIts not all about English class!We dont have 2 to 4 hours of English class.English class =LiteratureWritingDiscussionsWhat else???

Non-fiction text needsInformational text accounts for ___% of reading done by adults.

Standardized tests are up to ___% informational text.86 85IES RecommendationsRecommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Integrating explicit vocabulary instruction into subject areas enhances students ability to acquire textbook vocabulary. Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary needed for academic success. Many content area texts contain specialized vocabulary students may not encounter outside their textbooks. Therefore, repeated exposures in varying contexts must be planned. Do both direct word instruction AND instruction on strategies to implement 2526Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.

IES Adolescent Literacy RecommendationsRecommendation 1Provide Explicit Vocabulary InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL26The amount of time designated each day to explicit vocabulary instruction will depend upon the vocabulary load of the text to be read as well as the students general prior knowledge of the new vocabulary.

In addition to direct instruction of vocabulary by teachers, computer-assisted instruction can be another effective way to provide practice on newly-introduced vocabulary words.

Other methods for direct instruction include using graphic organizers and semantic maps to teach the relationships among words and concepts. 27Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.

IES Adolescent Literacy RecommendationsRecommendation 1Provide Explicit Vocabulary InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL27The number of exposures it takes students to learn new vocabulary varies greatly. Researchers estimate it could 3-4 exposures for some students to as many as 17 exposures for students to learn a new word.

Practice opportunities could be in the same lesson passage. However, research indicates these practice opportunities will be most effective if they appear over an extended period of time.

When selecting words to teach explicitly, words that appear only once or twice in text are typically not words that should be targeted for explicit instruction because there simply may never be enough exposure to learn the word completely. These generally are highly technical words used within a specific content area. For these words, students should be provided with the definitions of these infrequent words. 28Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing, and extended reading.

IES Adolescent Literacy RecommendationsRecommendation 1Provide Explicit Vocabulary InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL28By providing a variety of contexts through which students practice using new vocabulary words, students begin to acquire a range of productive meanings for these new words based upon different contexts.

In addition, by actually using the words within discussions, students are learning the correct way to use these words orally rather than simply being able to recognize them in print. 29Provide students with strategies to make them independent vocabulary learners.

IES Adolescent Literacy RecommendationsRecommendation 1Provide Explicit Vocabulary InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL29There are a number of strategies which can be taught to enhance students abilities to determine the meaning of unknown vocabulary words on their own. These include: Using components of words such as prefixes, roots, and suffixes to derive the meaning of unfamiliar words

-Analyzing semantic, syntactic or context clues to derive the meaning of words by using their prior knowledge and the context in which the word is presented.

-Teaching students to make use of reference materials such glossaries included in their textbooks. Implications for vocabulary development:ESTABLISHED READERS: Learn about 3000 words per year by readingPOOR READERS: Could learn 300-500 words per year if provided explicit vocabulary instruction

30Sample Vocabulary StrategiesFrayer ModelDefinition word chart

Frayer ModelDefinitions

CharacteristicsExamples

Non ExamplesWordVocabulary StrategyYou have a master copy of each of these strategies to copy for use in your classroom. You also have copies for brainstorming today. Please think for a minute and decide how you might use this in your first unit to teach an important concept. Decide which concepts and how you will utilize it. Keep in mind there are many ways to use this. Provide def and char and let students do example and non-examples, etc32Vocabulary Strategy

PlunderTo rob of goods by force, especially in time of war; pillage.Surely the best way to meet the enemy is head on in the field and not wait till they plunder our very homes. -Oliver Goldsmith

33Students may vary in their response to different vocabulary instruction strategies.Teachers may not know how to select words to teach, especially in content areas.Teachers may perceive that they do not have time to teach vocabulary.Teach vocabulary in a variety of ways and with multiple opportunities.Students with limited vocabulary need the most frequent words taught. Teach words that carry the most meaning in the text.Teaching vocabulary gives you more time because the reading carries meaning. Barriers and solutionsReading NextComprehension Recommendation Direct, explicit comprehension instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of ones own understanding, and a host of other practicesIES RecommendationsRecommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Recommendation 2Provide Direct and Explicit Comprehension Strategy Instruction

37Teachers should carefully select the text to use when first beginning to teach a given strategy.

IES Adolescent Literacy RecommendationsRecommendation 2Provide Direct and Explicit Comprehension Strategy InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL37Reading strategies cannot be applied blindly to all reading texts. Therefore, teachers must carefully select the text to use when first beginning to teach a given strategy.

ExamplesMain idea summarizing is difficult to do with narrative texts as narrative text paragraphs do not always have clear main ideas. This strategy should be used with information texts such as content-area textbooks or nonfiction trade books. Likewise, question generation is much more easily applied to some texts than to others. 38Show students how to apply the strategies they are learning to different texts, not just one text.

IES Adolescent Literacy RecommendationsRecommendation 2Provide Direct and Explicit Comprehension Strategy InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL38By showing students how to apply the strategies to different texts, students learn when and where to apply the strategies and when and where the strategies are inappropriate. Students must learn how to use flexibly use the strategies. 39Ensure that the text is appropriate for the reading level of students.

IES Adolescent Literacy RecommendationsRecommendation 2Provide Direct and Explicit Comprehension Strategy InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL39Teachers must pay attention to the reading level of the text to which reading comprehension strategies will be applied. If the text is too challenging for students, it makes use of the strategy quite difficult because students struggle with simply reading the text in addition to applying the selected strateg(ies). Likewise, a text that is too easy eliminates the need for strategies in the first place.

40Use direct and explicit instruction for teaching students how to use comprehension strategies.

IES Adolescent Literacy RecommendationsRecommendation 2Provide Direct and Explicit Comprehension Strategy InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL40See Slide 7. 41Provide the appropriate amount of guided practice depending on the difficulty level of the strategies that the students are learning.

IES Adolescent Literacy RecommendationsRecommendation 2Provide Direct and Explicit Comprehension Strategy InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL41Teachers should scaffold the amount of help provided to students based upon the difficulty level of the strategy being taught as well as the skill level of the student.

For example, the strategy of predicting can be demonstrated relatively briefly with few example. However, for a more complicated strategy such as summarizing, a significant number of demonstrations along with guided practice may be necessary in order for students to acquire the skill.

One method of instruction could involve first teaching and practicing the strategy in cooperating groups. Next, as students become better at using the strategies, gradually reduce the support by asking them to break into pairs so they have fewer peers to rely on. Finally, support can be reduced even further by asking students to use the strategies on their own with texts they read independently. 42When teaching comprehension strategies, make sure students understand that the goal is to understand the content of the text.

IES Adolescent Literacy RecommendationsRecommendation 2Provide Direct and Explicit Comprehension Strategy InstructionUniversity of Oregon College of Education Center on Teaching and LearningCTL42The goal of teaching reading comprehension strategies is to help students comprehend the text. Teachers must be careful to avoid putting too emphasis on the process of learning and using the strategies as it ca take away from students understanding of the text itself. Show students how using the strategies can help understand the text they are reading.

Key Point: The ultimate goal should always be comprehending the text, not using the strategies. Overtly teaching each step through teacher modeling and many examples (Gradual Release Model).

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction43Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction44Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.

ExplicitSystematicPractice and FeedbackApplication and MasteryComponents of Effective Instruction45Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.

ExplicitSystematicPractice and MasteryApplication and FeedbackComponents of Effective Instruction46Reading Strategy

England has a 4th of July.A dog can only run half way into a forest.If a plane crashes on the Canadian and US border, international law states that the survivors will be buried in the country of their nationality.The 4th of July comes after the 3rd and before the 5th of July.Once the dog reaches the way point it is actually running out of the forest.You dont bury survivors.Trivia adapted from Forward Garden, http://www.forwardgarden.com/forward/26311.htmlThere are two versions of the Anticipation Guide in your packet. Take a look at both and read the instructions.

Spend three minutes quietly thinking of how you might use this in your classroom. It might be with a specific reading or just in general. After you have finished brainstorming, I will ask you to share your ideas with a partner.47

Most teachers lack the skills to provide direct and explicit comprehension strategy instruction.Content-area teachers may believe that they are not responsible for teaching comprehension strategies to their students.Some teachers and students may lose the forest for the trees.Use English teachers to help provide P.D.Teaching comprehension strategies will improve content knowledge.its always about comprehension!

Barriers and solutionsIES RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and Interpretation

Level of Evidence: Moderate

Talk must be explicitly taught.

52Teachers should carefully prepare for text discussions.

IES Adolescent Literacy RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and InterpretationUniversity of Oregon College of Education Center on Teaching and LearningCTL52One form of preparation involves choosing reading selections, if possible. Teachers should look for selections that are engaging for students and describe situations or content that can stimulate and have multiple interpretations. In content area classrooms using textbooks, teachers can identify in advance the issues or content that might be difficult or misunderstood or sections that might be ambiguous or subject to multiple interpretations.

Another form of preparation involves teachers selecting and developing questions that can stimulate students to think reflectively about the text ahead of time. These are not questions that teachers would typically ask to determine what students have learned from the text, but rather stimulating questions that students may wonder about. 53Ask follow-up questions that help provide continuity and extend discussions.

IES Adolescent Literacy RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and InterpretationUniversity of Oregon College of Education Center on Teaching and LearningCTL53In a sustained discussion, initial questions are followed by other questions that respond to the students answer and lead to further thinking and elaboration. It is through these follow-up questions that students demonstrate a different interpretation of the text, an explanation of reasoning is elicited, or an an identification of the content from the text that supports the students position is found.

Routinely, reading comprehension standards call for students to be able to make inferences or connections across different parts of a text or use background knowledge and experience to evaluate conclusions. Student should routinely have the opportunity to practice these skills through discussions which are typically generated through follow-up questions. 54Provide a task, or a discussion format, that students can follow when they discuss texts together in small groups.

IES Adolescent Literacy RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and InterpretationUniversity of Oregon College of Education Center on Teaching and LearningCTL54The IES Adolescent Literacy Practice Guide (p.24) makes the following suggestions for this recommendation:

Assign students to read selections together and practice using the comprehension strategies that have taught and demonstrated. In these groups students can take turns playing various roles, such as leading the discussion, predicting what the section might be about, identifying words that are confusing, and summarizing. As these roles are completed, other students can then respond with other predictions, other things that are confusing or different ways of summarizing the main idea. While students are working together, the teacher should actively circulate among the groups to redirect discussions that have gone astray, model thinking strategies, or ask students additional questions to probe the meaning of the text at deeper levels.55Develop and practice the use of a specific discussion protocol.

IES Adolescent Literacy RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and InterpretationUniversity of Oregon College of Education Center on Teaching and LearningCTL55 It may be helpful for teachers to identify a specific set of steps from the research or best practice literature because it is challenging to lead the type of discussion that has an impact on students reading comprehension.

As an example, in one study reviewed by the panel teachers used a discussion protocol following five guidelines: Ask questions that require students to explain their positions and the reasoning behind them. Model reasoning processes by thinking out loud. Propose counter arguments or positions. Recognize good reasoning when it occurs. Summarize the flow and main ideas of a discussion as it draws to a close.

Other protocols can be gleaned by looking direct at the studies used by the Adolescent Literacy panel. (p. 24)56

Kevin Feldman, 09IES Adolescent Literacy RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and InterpretationUniversity of Oregon College of Education Center on Teaching and LearningCTL

Students do not contribute their ideas during discussionsDiscussions take classroom time, and this may interfere with coverage of all the content in the curriculum.Teachers lack the skills in behavior management and discussion techniques..

-Carefully select text that connect with students. -No hands classroomCreate power standards to alleviate the need to cover it allProfessional development including participating in discussions as a participant

Barriers and solutionsAdler, M., & Rougle, E. (2005). Building literacy through classroom discussion: Research-based strategies for developing critical readers and thoughtful writers in middle school. New York: Scholastic. Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press. Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Guilford. Beers, K. (2003). When kids cant readwhat teachers can do: A guide for teachers 612. Portsmouth, NH: Heinemann. Langer, J. A. (1995). Envisioning literature: Literary understanding and literature instruction. New York: Teachers College Press.Reading NextMotivation recommendationMotivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduationIES RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning

Level of Evidence: Moderate

62Establish meaningful and engaging content learning goals around the essential ideas of a discipline as well as the specific learning processes students use to access those ideas.

IES Adolescent Literacy RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning.University of Oregon College of Education Center on Teaching and LearningCTL62Teaching personnel should monitor students progress over time as they read for comprehension and develop more control over their thinking processes relevant to the topic. Provide explicit feedback to students about their progress. When teachers set goals to reach a certain standard, students are likely to sustain their efforts until they achieve that standard. 63Provide a positive learning environment that promotes students autonomy in learning.

IES Adolescent Literacy RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning.University of Oregon College of Education Center on Teaching and LearningCTL63Allowing some choice of complementary books and types of reading and writing activities has a positive impact on students engagement and reading comprehension. Greater ownership and responsibility for their engagement in learning can be enhanced by giving students the power to make decisions about topics and selections of materials. 64Make literacy experiences more relevant to students interests, everyday life, or important current events.

IES Adolescent Literacy RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning.University of Oregon College of Education Center on Teaching and LearningCTL64This can be accomplished by looking for opportunities to bridge the activities outside and inside the classroom. Take interest in the lives of students to find out what they think is relevant and why, and then use this information to design instruction and learning opportunities that will be more relevant to students. 65Build in certain instructional conditions, such as student goal setting, self-directed learning, and collaborative learning, to increase reading engagement and conceptual learning for students.

IES Adolescent Literacy RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning.University of Oregon College of Education Center on Teaching and LearningCTL65This type of of learning has several common themes: Connections between disciplines, such as science and language arts, taught through conceptual themes. Connections among strategies for learning, such as searching, comprehending, interpreting, composing, and teaching content knowledge. Connections among classroom activities that support motivation and social and cognitive development. Is this motivating instruction?

Its not the childs responsibility to be motivated. They are teenagers!

It is the teachers responsibility to be motivating.

Dont blame the kids, all they did was walk through the door.Dr. Beth Harn, U of OAre our practices motivating?Engaging teaching practicesStudent choicePBIS practices to create a safe environmentReward effort rather than skill (create the self fulfilling prophecy) Grading policies

Kevin Feldman, 09

Kevin Feldman, 09Some teachers think that motivational activities must entertain students.Some students may think that textbooks are boring and beyond their ability to understand.Many content-area teachers do not realize the importance of teaching the reading strategies.Adolescent students who struggle in reading do not expect to do well in class.Not games and contests, rather use goal settingProvide a variety of text a differing levels of difficulty Consolidated P.D. effort on literacy strategies

Success leads to successBarriers and solutionsCritical QuestionsIs there consensus on a multi tiered instructional approach?Is there a research-based core curriculum and instruction?Is there agreement on fidelity?Is sufficient time allotted to core instruction? Did teachers get sufficient training in the core curriculum and instruction?Do teachers have the professional development to assist them in differentiating instruction?Is the instruction sheltered to give ELL students access to the curriculum?On what basis do we grade students?Have we matched our most skilled teachers with our most needy students?Are there certain grade levels or subjects where students are consistently not achieving?Screening involves brief assessments that are valid, reliable, and evidence-based. They are conducted with all students or targeted groups of students to identify students who are at risk of academic failure and, therefore, likely to need additional or alternative forms of instruction to supplement the conventional general education approach.-National Center on Response to Intervention

What is Universal Screening?Universal Screening

Universal Screening serves 2 purposes:

Evaluate the quality of your schoolwide instructional system

Accurately identify those who are on track to meet grade level expectations, and those who will need more support

Purpose(s)1. Evaluating Schoolwide System?80%15%5%

Active Engagement StrategiesInstructional StrategiesCommon Instructional NeedsFidelityImproving Your Core2. Identifying Students Who Need More SupportPeriodic and universal screening ensures that no students fall through the cracks

Quality screening systems provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3 interventions)

79Talk to a neighborDo you currently screen all secondary students at your school/district?If yes:What materials/assessments do you use?How do you use the screening data?If no:How do you identify students who need more support?

Curriculum-Based MeasuresOral Reading Fluency (ORF)MazeOAKS Grades

Common Secondary Universal Screeners (Reading)

Essential Features of CBM Tools

Robust indicator of academic health Brief and easy to administerCan be administered frequentlyMust have multiple, equivalent forms(If the metric isnt the same, the data are meaningless)Must be sensitive to growthWhy Use Oral Reading Fluency Measures for Screening?Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001)

Oral reading fluency (ORF) does not tell you everything about a students reading skill, but a child who cannot read fluently and accurately cannot fully comprehend written text and will need additional support.

Florida ORF Secondary Normshttp://www.fcrr.org/assessmentMiddleHighSchool.shtm

Multiple-choice cloze task

Grade-level passage w/ every 7th word replaced by 3 word choices in parenthesis

Student reads silently and selects as many correct words as they can in 3 minutesWhat is Maze?Example of Maze Passage

What is Maze?Curriculum-Based Measurement that is an INDICATOR of overall reading healthCombines fluency, comprehension, and all other subsumed reading skills

Can be administered to a group; scored later

Easy & quick to administer, multiple forms

Why Maze?Good tool for screening/assessing ALL students

Can use same test to monitor progress

Maze scores are a good predictor of performance on OAKS (or other high-stakes assessments) AND HS graduation

Table of Probable Success (MN)Maze Correct Choices3 minutesWriting: CWS minus IWS7 minutesProbability of Passing Minnesota Basic Skills Test 4910%73320%105330%127040%148350%1610060%1911670%2213780%2616290%37210100%Critical values corresponding to likelihood of passing 8th grade Minnesota Basic Skills Test Doug Marston, et al.89Procedures:Regress BST on maze or on CWS-IWSAssume normal distribution of BST at each value of maze or CWS-IWSFind area under normal curve above BST=600 (passing for reading) or 3 (passing for writing) for each conditional distributionFirst find z-score for each value of xFind area above z-score on normal curve using standard z table. This is the probability of passing the BST at each given maze scoreMAZE/OAKS Correlations in TTSD:Spring Maze OAKS best scoreGradeMedian ScorePassage 1Passage 2Passage 36.660.607.668.6367.689.615.649.7068.684.634.701.661 All correlations moderately strong Relatively consistent across passages Median correlations in the middle

Maze and Probability of Success on OAKS READING (TTSD)GradeFall Maze Score Needed for 85% Probability of Passing OAKS in SpringSpring Maze Score Needed for 85% Probability of Passing OAKS in Spring620337203382137GradePercentileFallWinterSpring690th33404275th 27333350th 20262725th 14202010th 101414790th35374475th 29303550th 21232825th 16172110th 121315890th36344175th 29273350th 22202625th 16152010th 121115Maze ScoreNormsHow TTSD Identifies Students In Need Of Intervention Initial Screening:Bottom 20% of students on the MAZE/Below our cut score of 20

At or below the 35%ile on OAKS

Screen further with San Diego Quick, SRAI, and curriculum placement tests, when appropriate

Spring Lowest 20% Data

Post Screening Diagnostics and Placement:6-Minute Solution--check for fluency & accuracy; then,San Diego Quick to determine level of SRAI to use; then,SRAI to gauge comprehension skills; then,Language! placement tests are administered for students with the most significant reading needs

How TTSD Identifies Students In Need Of Intervention Using OAKSCan also examine OAKS data as part of your screening system in middle/high school. Determine proficiency benchmarks

As set by your district

OAKSPassing OAKS 3rd grade (204) places a child in the 17th percentilePassing 3rd grade is not enough. By 5th grade, if these students stay at the same percentile they will fail OAKS By 10th grade, if these students stay at the same percentile they will fail OAKSThis student will score a 236 and pass at the 32nd percentile

Based on 2009-2010 ODE percentiles

Screening at the Secondary LevelSelect Assessment Tools:Typically a combination (ORF, Maze, OAKS, grades, etc)Determine when and where:3x/year, literacy class/advisory periodDetermine who will administer & score:Varies (who has the time and expertise?)Determine how data will be stored and who will analyze:Varies (who are your literacy experts?)Determine how data will be used: Schoolwide meetings, student/parent feedbackReferences for MazeAIMSweb www.aimsweb.orgEasy CBMhttp://easycbm.com/National Center on Student Progress http://www.studentprogress.org/ Intervention Central www.interventioncentral.org

Meetings in the MTI/RTI ProcessDevelop knowledge about the meetings in the RTI processSchool-Wide Meetings Planning for the intervention groupsMonthly Progress Monitoring MeetingsIndividualized Meeting Develop knowledge about how to make decisions in these meetings

School-Wide MeetingsPlacement into interventionsProgress Monitoring MeetingsProgress MonitoringIndividualized Meetings

PBIS

MONTHLYProgress Monitoring MONTHLYSchool-Wide

QUARTERLYSCHOOL-WIDE / GLOBAL-Looks for Patterns in Student Behavior

-Implements Prevention Throughout School

SCHOOL-WIDE / GLOBAL-Looks for Patterns in Student Academic Performance-Implements Prevention In the CORE Throughout SchoolINTERVENTION FOCUS-Places & Monitors Students in Academic, Behavioral, and Attendance Interventions-Problem Solving-Progress MonitoringIntensifying/Exiting/Referring to SPEDTEAMINGSally103School-Wide Meetings Who is involved?How often do they occur?Why do they occur?How do you use the data?What are the outcomes?What are the barriers?

Who is involved?Administrator Classroom Teachers representing grade levels or subject areas Instructional Coordinator/Reading SpecialistSchool Counselor/PsychologistLearning SpecialistELD Teacher

How often do the meetings occur?At least three times a year (early fall, at the end of the first, second and third quarters)

Why do they occur? To review the effectiveness of CORE instruction for ALL studentsTo review how subgroups are performing

How do you use the data? What data are needed?Achievement dataMazeOAKSELPAACTMAPGradesAttendanceBehavior referral data (SWIS)

School-Wide GuidelinesExamine the dataAre 80% of more of your students meeting benchmark?Are all subgroups making growth?Have you set ambitious goals for next quarter?

Examine Grades

Examine OAKS

Examine Maze Data

If not at 80%, ask questions System components (Reading)Are all teachers using the program with a high degree of fidelity?Is instructional time protected?Is the instructional block time sufficient?Are students grouped appropriately?What are homework policies, expectations, and support?Does the school have a grading policy?

If not at 80%, ask questions Instructional componentsAre cross content strategies utilized?Do active engagement strategies need to be increased?Are IES recommendations being used?VocabularyComprehensionMotivationDiscussion of extended discussion of text

If not at 80%, ask questions Attendance Is there a clearly articulated attendance policy?Is there sufficient outreach to families and a welcoming attitude toward all students?

If not at 80%, ask questions BehaviorAre you effectively implementing PBIS?School-Wide behavior policy?Consistent classroom management system?Behavior curriculum?Expectations posted?Incentive system?

What are the outcomes? Create an Action PlanWhoWhatWhenHowDevelop a measureable goalIncrease percentage of students meeting benchmark from 60% to 75%.

What are the barriers? Research based core implementedOrganized DataSchool Culture and Teacher PracticesSchedulesCross-Content strategies utilized

School-Wide Activity

Intervention PlacementMeetingsWho is involved?How often do they occur?Why do they occur?How do you use the data?What are the outcomes?What are the barriers?

Who is involved?Administrator Classroom Teachers representing grade levels or subject areas Instructional Coordinator/Reading SpecialistSchool Counselor/PsychologistLearning SpecialistELD Teacher

How oftendo the meetings occur?Three times a year following the school-wide data meeting

Why do they occur?To determine which students are in need of interventionsTo select appropriate interventionsTo schedule interventions/progress monitoring

How do you use the data?: Prior to the MeetingIdentify students who need further assessmentComplete placement assessmentPlace students into appropriate interventionsDetermine the progress monitoring measure and how often the probe will be given

Identify students who needfurther assessment (TTSD)Students who score below 20 on the Maze assessment in the Fall Students who do not meet OAKS criteriaStudents with 2 or more Fs or a GPA < 1.4Students with 2 or more ODRs

D & F List

ODR List

Guiding activity What students do you or will you want to consider as needing interventions?OAKS?Maze?ORF?MAP?ODRs?Grades?What percent of students can you serve in interventions?

Determining what interventions students need?Determine the choices availableReading ProtocolBehavior ProtocolConduct further assessment to place students in interventionsPlacement guidelines

TTSD: Reading Protocol

Roseburg: Reading Protocol

TTSD: Middle School Placement

Roseburg: Middle School Placement

TTSD: High School Placement

Roseburg: High School Placement

TTSD: Behavior Protocol

TTSD: Behavior Protocol

What are the outcomes?Input students screening score in a data system (graph)List intervention on Student Intervention ProfileSchedule interventionsNotify parentsElectives

What are the barriers?ResourcesTimes to do placement testsSchedulingHighly qualified teachersSpecial education teachersLoss of electives

Secondary RTI - InterventionsFailure to successfully teach students to read is a failure of our promise to democracy

Interventions for AllCore InstructionCommon strategies for accessing textAll teachers teach ReadingAll students growing academically and personally

Factors that Affect InterventionsInstructional organizationStaff RolesStudent InvolvementGraduation RequirementsStakeholder engagementImplementation and AlignmentInstruction and Assessment Resources

For additional questions to support these factors read Tiered Interventions in High Schools. Critical Features Tier 2Targeted Instruction for Some

beyond the comprehensive core explicit instruction guided practice in targeted, key areas small group use of additional instructional time

147Critical Features Tier 3Intensive Instruction for a Fewsignificantly behind critical reading skillsguided by a specific intervention program two or more of the key foundational areas relatively small percentage of students

In some cases, secondary students may be so far below grade-level of reading skills that very little content from the grade level core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade-level reading ability.Definition taken from stupski secondary literacy instruction guide148Effective Secondary Instruction:A Three Tier ModelAll students, IN EVERY TIER, have access to embedded literacy strategies across content areasFrayer ModelAnticipation GuideWord SortsDR/TA or KWLGroup SummarizingDefinition Word ChartDifferentiated Assessment

Tier II: What do students receive in addition to the CORE?Content Literacy Strategies Across the Content Areas Strategic InterventionLiteracy PeriodTargeted Intervention in addition to the Core (loss of an elective) Target = >15% Student PopulationTier III: What do students receive in addition to the Core?Not a Simple AnswerContent Literacy Strategies Across the Content AreasComprehensive reading and writing supportMentoring and SupportAdditional monitoringLoss of an elective

Possible Replacement Core

See examples of different protocols. What does your data say your students need?151Reading Protocol - TTSD

Roseburg 6-8

Current Practices for Interveningin Secondary SchoolsFor: English/language Arts (LA) & Mathematics During: Separate class periods in lieu of electives for an entire semester; if mastery was attained prior to the end of the semester, the remaining time was used to teach directly at the students skill level

Exiting Tiered Support: At semester breaks Other Options for Providing Tiered Support: Mechanisms already built into the master schedule, such as co-lab classes, seminars, or other academic supports available during day

Tier 2: Large group instruction or smaller groups within a larger intervention classroom; instructional focus is on vocabulary, comprehension and study skills instruction in English/LA

Tier 3: Small groups or individual students; instructional focus is on acquisition of basic skills like phonics or decoding often using a published intervention programAdapted from www.pattan.net/files/rti/rti-secondary.pdf154More Intervening PracticesRoseburg Targeted Classes for Tier 2 and 3 studentsCo-Taught Language Arts and MathAdditional period with Sped teacher /IA using an intervention program

TigardSoar to Success (MS) and Read 180 (HS) for Tier 2 studentsLanguage! For Tier 3 studentsCo-Taught classes

Adlai StevensonOne period a day devoted to intervention or enrichment. Students are grouped according to need. Lunch period becomes an intervention timeBarriersSchedulingHighly Qualified teachersResources

Resources to Support YouOregon RTI TeamReading NextOregon K-12 Literacy FrameworkStupski Secondary Literacy Instruction GuideLearning Point Adolescent Literacy Instruction Program ReviewFlorida Center for Reading ResearchBreaking Ranks in Middle and High SchoolsTiered Interventions in High Schools Center on InstructionHowever beautiful the strategy, you should occasionally look at the results.--Winston Churchill, British prime minister

Progress MonitoringWhat is Progress Monitoring?repeated measurement of academic performance to inform instruction of individual students in general and special education... It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.-National Center on Response to InterventionProgress Monitoring

Talk to a neighborDo you currently progress monitor secondary students at your school/district?If yes:What materials do you use?How often do you administer them?What decisions are made with them?If no:How do you determine if your instruction is working?

Why We Monitor Progress+26 %ile points+29 %ile points+32 %ile pointsFor your typical student thats a gain ofProgress monitoring serves 2 purposes:

Evaluate the effectiveness of ongoing interventions for cohort groups of students (evaluation of intervention)

Evaluate the effectiveness of ongoing interventions for individual students (evaluation of students response to intervention)

Purpose(s)Cohort GroupsGOALCohort GroupsGOALIndividual StudentsGOALMay need a change. What do your decision rules say?Progress Monitoring at the Secondary LevelSelect Assessment Tools:Typically MazeDetermine Frequency:Typically every 2 weeksDetermine who will administer & score:Varies (who has the time and expertise?)Determine how data will be stored and who will analyze:Varies (who are your literacy experts?)Determine how data will be used: Weekly progress monitoring meetings, student/parent feedbackNow that we have the progress monitor data, how do we use it?

s168Monthly Progress Monitoring Meetings Who is involved?How often do they occur?Why do they occur?How do you use the data?What are the outcomes?What are the barriers?

Who is involved?Administrator Classroom Teachers representing grade levels or subject areas Instructional Coordinator/Reading SpecialistSchool Counselor/PsychologistLearning SpecialistELD Teacher

How often do they occur?Typically monthly By grade level orBy subject area

Why do they occur?To determine if students in interventions and special education are making progress

How do you use the data?: Prior to the meetingSort students into three groupsStudents making sufficient progressStudents who need a modification to their interventionStudents who are ready to proceed to an individualized intervention

How do you know when students are making progress? Decision Rules

Meet Monthly to ConsiderExiting (Intervention no longer needed)Continuing (Student is making progress, but, continues to need support) Intensifying & Individualizing (Intervention is not working and should be revised)Referring for Special Education Evaluation (Intensive intervention is proving unsuccessful)

176Exit From Intervention When:Maze scores indicate 4 or more data points above the aimline AND are at or above the 50th percentile; ANDOAKS scores are at or above the 35th percentile

177

Intervention Change:Language CNow thats WORKIN!178Continue Interventions When.Progress monitoring data indicate Student is making progress (data points are around the aimline)Student is not yet at benchmark or other predetermined goal

Continue!Intensify and individualize reading interventions when:Prior to the end of a students first semester in a reading intervention, the EBIS team will consider individualizing and intensifying the intervention if:Progress monitoring indicates 4 data points below the aimline (Maze).Slope is flat or decreasing AND wont meet benchmark (Maze).

181

Intervention Change:Language C3-4 Data Points Below the Aimline!182What can you change?

What are the outcomes?: Document the change

Individualized MeetingWho is involved?How often do they occur?Why do they occur?How do you use the data?What are the outcomes?What are the barriers?

Who is involved?Intervention TeacherCounselorELL Representative if ELL studentA Classroom TeacherOther EBIS team members as appropriate

How often do they occur?After students do not make progress in their current intervention prior to the end of his/her first semester in a reading interventiontypically December & May coinciding with semester changes

Why do they occur?For students not making progress, prior to the end of their first semester in an interventionTo review student information Progress monitoringProblem Solving InformationDevelopmental HistoryTo plan an individualized intervention for the student

How do you use the data?: Before the Meeting

Use pages 1 to 3 of the Individual Problem-Solving Worksheet to conduct a thorough file reviewCounselor or school psychologist uses the Developmental History to interview parentsELL Teacher collects all relevant learning and language information on ELL studentsInvite parents to meeting and/or solicit their input

What are the outcomes? Review the dataComplete the Individual Problem Solving Worksheet (Hypothesis Page: pp. 4)Plan/modify individually designed intervention

What are the barriers?Teachers may want to refer students to special education soonerNot having enough data to review/paperwork not completedTime to meet

Refer to Special Education WhenIf prior to the end of the second semester in a reading intervention, the Maze-CBM data continues below the aimline and scores are below the 50th percentile.The student is making some progress in reading but the team determines that the support is so significant that the student will need continued individual and intensive instruction.

Intervention Change:Language C3-4 Data Points Below the Aimline! 194Next StepsWhat are your next steps for you district or school?

High above the hushed crowd, Rex tried to remain focused. Still, he couldnt shake one nagging thought: He was an old dog and this was a new trick.196Definition Word Chart

Word

Picture that reminds you of the definition:

Definition:

Use in a sentence:

Anticipation Guide1. Read the Consider These statements. ( if you agree or disagree with these statements.

2. As you read the pages, refer back to the statements and take notes about the topics.

3. After you read, ( True or False to indicate the answers you found in the textbook.

Before the ReadingConsider TheseAfter the Reading

AgreeDisagreeTrueFalse

Notes:

Notes

Notes: