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Utah Coaching Network
Brief Review – Yesterday’s Outcomes
Partner share – One “Big Idea”
Group Responses
Today’s Objectives
Expertise – 538 years of experience Bright Spot
◦ successful efforts worth emulating Positive Deviants
◦ constantly expanding vision and are always looking for a better way
Change because you see the light, not because you feel the heat.
Coaching is . . . ◦ Prompts◦ Corrections
FACTS◦ F – feedback – I, We, You◦ A - adjusted◦ C – context ◦ T – time - ongoing◦ S – student focused
Basic Five◦ Ratio of Interactions (see CHAMPS, p. 212-214,
253)◦ Opportunities to Respond (OTRs)◦ Error Correction◦ Disruptions◦ Academic Engagements
Instructional Routines Data Summary Self Evaluation
What does STOIC stand for?
What does CHAMPS stand for?◦ Focus on 1)______________◦ Focus on 2) ______________
Each chapter starts with a list of T_________
Each chapter ends with a S_____ __________
Consider integration of behavior & academics
Learn levels & purposes of assessment Increase knowledge and skills in formative
assessment & intervention practices ◦ CBM administration◦ Diagnostic assessment◦ Intervention selection & implementation◦ Progress monitoring◦ Data management tools
Consider coaching practices
Good teaching is good teaching and there Good teaching is good teaching and there are NO boundaries on when, where, or for are NO boundaries on when, where, or for what or whom it will occurwhat or whom it will occurTeaching academics without attention to Teaching academics without attention to behavior IS NOT evidence based practicebehavior IS NOT evidence based practiceTeaching behavior without attention to Teaching behavior without attention to academics is unsound practiceacademics is unsound practiceIn efforts to improve achievement, they In efforts to improve achievement, they cannot be separatedcannot be separated
Algozzine, 2008Algozzine, 2008
Are we matching instruction to student
need?
BLBL
SignificanceSignificance
Behavior Behavior Instruction Instruction
Reading Reading Instruction Instruction
Reading and Reading and Behavior Behavior
Instruction Instruction
RR BBRR BBRR BB
Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)
What teachers and kids need is support!
They need “personal trainers” to use data and implement academic and behavior interventions.
They need a coach – they need you!
It’s As Easy As . . .
A B
C
It’s as Easy as 1, 2, 3 . . . Anita’s Insights
FidelityDelivery SkillsUtilization of Data
Curriculum-Based Measurement: Introduction
The ultimate goal of assessment is to identify problems with instruction and to lead to instructional modifications. A good share of present-day assessment activities consist of little more than meddling…We must use assessment data to improve instruction…The only way to determine the effectiveness of instruction is to collect data.
Ysseldyke and Algozzine (1995)
Formative assessment Measure of student performance over time An analysis of specific skill on an individual
student Tool
◦ Identifying struggling students◦ Set goals◦ Align instruction with desired outcomes◦ Provides diagnostic information◦ Progress monitor◦ IEP development
“When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative.” - Robert Stake
Measure of class-wide performance An alternative to other assessment
procedures– often replaces costly, time-consuming, disruptive practices
Quick & Easy Establishes reliability & validity Direct low-inference measures Can be easily summarized & presented
◦ Parents, students, colleagues
Goal is two-fold:
1. Monitor student progress
1. Inform instruction / teacher practice
Benchmarking Diagnostic
◦Can’t do/won’t do◦Survey Level Assessment◦Error analysis◦Intervention development
Progress Monitoring Instructional/criterion-referenced
When?How Often?Why (purpose)?Who?How?
Step 2 Step 3 Step 2 Step 3 Step 4 Step 4
Step 1Step 1Additional Diagnostic Additional Diagnostic Assessment Assessment
Instruction/Instruction/InterventioInterventionn
Progress Progress MonitoringMonitoring
IntensivIntensivee
5%5%
TargetedTargeted15%15%
UniversalUniversal80%80%
All All students students
at a at a grade grade levellevel
FallFallFallFall WinterWinterWinterWinter SpringSpringSpringSpring
Universal Universal ScreeningScreeningUniversal Universal ScreeningScreening
Group Group DiagnosticDiagnostic
Small Group Small Group DifferentiateDifferentiated by Skilld by Skill
2x month2x month
Individual Individual DiagnosticDiagnostic
Individual Individual InstructioInstructionn
WeeklyWeekly
NoneNone ContinueContinuewith Core with Core InstructioInstructionn
BenchmarksBenchmarksGradesGradesClassroom Classroom AssessmentsAssessmentsUtah CRTUtah CRT
Select appropriate material for probe Place probe in front of and facing the
student Keep copy for the examiner (on clipboard) Provide directions Start timer Have student perform task for allotted time
(1 minute for reading tasks) Score probe Display data on graph/chart Video Clips . . . . Examples
Triads work together Administer reading fluency probe Score probe – count number correct and
number of errors Record the score Switch roles & repeat Questions & answers – feedback
Oral Reading Fluency: ◦ Mark as correct
# of words read correctly in one minute◦ Mark as incorrect:
Misread words Omissions Hesitations - words read by assessor (read after 3
seconds) Reversals – two or more words not read in order
(see page 146 in ABCs of CBM)
Purpose◦ Determine motivation vs. skill deficit
Technique◦ Administer same probe – add incentive◦ Timing - Soon after benchmark/screener
Decision Rules >=15% increase=motivation (Witt & Beck,
1999) <15% skill deficit Consider both
Triad practice◦ Score (p. 48 Benchmarks)◦ Can’t/Won’t?◦ Decision?
Trial 1 (reading):◦ Annie:
4th grade 65 cwpm (Fall)
Purposes◦ To determine the appropriate instructional
placement level for the student. The highest level of materials that the student can be
expected to benefit from instruction.
◦ To provide baseline data, or a starting point, for progress monitoring In order to monitor progress toward a future goal,
you need to know how the student is currently performing.
1. Start with grade level passages/worksheets (probes)
2. Administer 3 separate probes (at same level of difficulty) using standard CBM procedures.
3. Calculate the median score (i.e. the middle).
4. Is the student’s score within instructional range?◦ Yes - This is the student’s instructional level.◦ No - If above level (too easy), administer 3
probes at next level of difficulty.◦ No - If below level (too hard), administer 3
probes at previous level of difficulty.
Refer to Case Studies Provided . . . ◦Completed Forms B. Blue Jack Horner
Sample One – Junie B. – Whole Class Sample Two – Tom – Partner Consider instructional levels for sample cases
Norms◦ Compare student’s score to the performance of
others in her grade or at her instructional level◦ Data collected on thousands of students –
numbers are very similar Growth Rates
◦ Provide an indication of the average number of words per week we would expect students to improve
◦ Not necessarily new words - students reading same words at a faster rate each week
Benchmarks - Table 3.4 (p. 48) Norms – Table 3.5 (p. 49)
Growth Rates – Table 3.2 (p. 47)◦ greater progress is possible
If student doesn’t make adequate progress, it doesn’t mean she lacks the ability to learn reading– it means instruction needs to be changed!
It is our obligation to fix the problem!◦ Build up prerequisite skills◦ Increase length of daily lesson◦ Alter way we respond when error is made
We do NOT lower expectations!
“Learning is a result of instruction, so when the rate of learning is inadequate, it doesn’t always mean there is something wrong with the student. It does mean the instruction needs to be changed to better meet the student’s needs.” (p. 47)
1. End of Year Benchmarks2. Norms - Levels of performance3. Rate of progress – goal setting
◦(# of weeks x growth rate) + median baseline = goal
Students with greatest deficits need steepest slopes – more intense & effective interventions
Case Study # 1 ◦ Jack – 4th grader – reading data ◦ 3rd grade level 78/2, 4th grade level 65/ 3 ◦ compute for 10 weeks and annual goal
Case Study # 2◦ Suzie – 5th grader – reading data◦ 3rd grade level - 71/3, 4th grade level – 62/6◦ Compute for 10 weeks and annual goal
Three considerations:◦1. Purpose – screening vs. progress
mon.◦2. Importance of task – learning to read
vs. learning Roman numerals◦3. Significance of problem – student’s
difficulty increases need effective instruction need more frequent monitoring
Mea
sure
men
t Pr
ecis
ion M
easurement Frequency
Problem A
nalysisTier
3
Adapted from Burns & Riley-Tillman (2010)
Tier2
Tier1
Adapted from Burns & Riley-Tillman (2010)
Tier III – Identify discrepancy for individual. Identify causal variable. Implement individual intervention.
Tier II – Identify discrepancy for individual. Identify category of problem. Assign small group solution.
Tier I – Identify discrepancy between expectation and performance for class or individual.
Goal Setting Intervention Selection Intervention implementation Progress monitoring Improved student outcomes
Engage in Problem Solving Process!
Oral Reading Fluency
Diagnostic-FBA
Implement Intervention
Progress Monitoring
Consider work of “Bright Spot”◦ Jerry Sternin – V◦ Your School/District Team
Focus on another “Bright spot” ◦ Mt. View Elementary
1st-6th grade students were evaluated using three grade-level reading probes. Each probe was conducted for one minute.
Words read per minute and errors were tracked. The median (middle) correct words per minute
were recorded from the 3 samples. The median errors per minute were recorded
from the 3 samples. All data was entered on excel data system (CBM
Focus) and each teacher was given their individual class graph.
2008 AIMSweb Norms for Oral Reading Fluency were used. (ABCs of CBM pg. 49) ◦ 25th percentile norms for winter were used
to identify if student achieved “fluidity”.◦ 95% accuracy was used for determining
accurate or inaccurate. (http://reading.uoregon.edu/flu/flu_programs.php)
Students were grouped based on outcomes into 4 quadrants.
Fluid, Accurate◦ Correct Words Per Minute (CWPM), and
accuracy were at or above expected levels. (See individual data sheet for the CWPM cut-off for your grade level).
Fluid, Inaccurate◦ CWPM at or above expected level, but accuracy
below 95%. Slow, Accurate
◦ CWPM below expected level, but accuracy was at or above 95%.
Slow, Inaccurate◦ CWPM below expected level, and accuracy
below 95%.
Outcome Total Percentage
fluid, accurate 307 62%
fluid, inaccurate 79 16%
slow, accurate 42 8%
slow, inaccurate 70 14%
Grand Total 498
Quadrant 1 – Accurate and Fluid
Quadrant 2 – Inaccurate and Fluid
Quadrant 3 – Accurate and Slow
Quadrant 4 – Inaccurate and Slow
Adapted from Burns & Riley-Tillman (2010)
A Few “Go To” Interventions . . .
Inaccurate and Fluid:Drill and overcorrection (pg 101-105) Nuclear reading w/overcorrection
Accurate and Slow:Peer tutoring (pg 145-149)
Repeated readingNuclear intervention
Inaccurate and Slow:Response cards for increasing letter/letter sound
identification (pg 123-129)Nuclear reading w/ overcorrectionDI on sight words, letter sounds, & blending
Won’t Do:Mystery Motivator (pg 57-63)Offer treasure chest each day child has beat score
Interventions ◦ Nuclear Reading (Repeated reading)
◦ Reciprocal Teaching – Comprehension
Interventions ◦ Interventioncentral.org
◦ Gosbr.net
Updc.org The ABC’s of CBM One-Minute Academic Functional
Assessment and Interventions: “Can’t” Do It…or “Won’t” Do It?
Interventioncentral.org Gosbr.net School Problem Solving Teams What Works Clearinghouse:
http: //ies.ed.gov/ncee/wwc/
Data Point Analysis – “If-Then Rules”◦3-4 successive data points above the aim
line – move on (add “weight”)◦3-4 successive data points below the aim
line – change intervention to boost learning
◦3-4 successive data points lie around the aim line – make no changes
Always focus on student outcomes!
What will be the objective of the coaching interaction?
What tools will you use?
How will you measure mastery?
What’s the smallest change you can make that results in the biggest outcome???
RTI is tiered approach to instruction CBM is core component of RTI CBM used throughout all tiers – only
change is frequency of assessment Decisions within RTI Approach using CBM
Effectiveness of instruction Eligibility for remedial programs (such as
special education)
70
70
ACADEMIC SYSTEMS
Tier 3: Comprehensive & Intensive Students
who need individualized interventions.
Tier 2: Strategic Interventions
Students who need more support in
addition to the core curriculum.
Tier 1: Core Curriculum All
students, including students who require
curricular enhancements for
acceleration.
BEHAVIOR SYSTEMS
Tier 3: Intensive Interventions
Students who need individualized intervention.
Tier 2: Targeted Group Interventions
Students who need more support in
addition to school-wide positive behavior
program.
Tier 1: Universal Interventions All
students in all settings.
COACHING