Multi-tiered Instruction at the Secondary Level

Today We’ll Be Serving… Secondary RTI: Uncharted territory Data-based Teaming Leadership Professional development Core Curriculum Interventions Universal Screening Progress Monitoring

Research on Secondary Literacy IES Practice GuideReading Next

Research on Secondary Literacy Adolescent Literacy Intervention Programs Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide

Practical documents

Why Focus on Reading in Secondary Schools? Teaching reading is considered, by many, to be an elementary school task despite overwhelming evidence to the contrary: 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, 2005). In Oregon in a significant number of 8 th graders (33%) and 10 th graders (32%) did not meet reading standards. Graduation!?!?!?! The problem is more severe, when we disaggregate data by racial and special program (ELL, SPED) subgroups.

In other words... “Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.” -Reading Next, 2004

So How do we Address this Problem? Universal screener Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

The Process is Ongoing and Long-Term CONSENSUS

Data Based Teaming

Tier 1 meetings Why: To evaluate the health of core instruction When: 3 times a year Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed. Data: OAKS, MAZE, Grades Tier 2 meetings Why: To place and monitor students in interventions When: Monthly for each grade level Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed. Data: OAKS, MAZE, Grades Types of Meetings

Core Team membership Principal Classroom Teachers Instructional Coordinator/Reading Specialist School Counselor/Psychologist Learning Specialist ELL Teacher

Leadership Leadership is an action, not a person! That being said, administrators are leaders! RTI will not work without the participation of an administrator(s) with decision making authority.

Leadership Top-Down Making RTI a priority Strategic planning Budget planning Support and buy-in for systemic, consistent programs School improvement plans Bottom-up School literacy committees participated in training and planning Teacher-teams identified key literacy strategies for training and roll-out Literacy committees review curriculum and selected intervention programs

Delivery:  Ongoing  Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.  Sufficient time to collaborate and plan  Data ALSO used to drive professional development needs. Professional Development Professional Development

Content:  Core curriculum & instruction  Assessment  Interventions  Teaming  Data-based decision making  SPED procedures Professional Development Professional Development

What is Universal Screening? Universal screening is the process of efficiently assessing ALL students in a timely manner (3x/year) to: – Assess students proficiency in essential academic areas – Analyze the effectiveness of curriculum, instruction, and school organization – Identify students that MAY need additional help

Universal Screening Measures at the Secondary Level OAKS Maze Grades Attendance Office Discipline Referrals (Behavioral ODRs)

Why Universal Screening? 1. Determine Program Effectiveness Are 80% of our students meeting the benchmark? – 80% by ethnicity? – By program sub-group? – By subject? Evaluate three times a year MS Core Data Analysis

Why Universal Screening? 2. Program Evaluation Helps you to determine if the core curriculum needs to be addressed – Intensity – Fidelity – Targeted – Instructional skills

Why Universal Screening? 3. Identify Students Needing Support Periodic and universal screening ensures that no students “fall through the cracks” Strategic support: Students are placed in a program that provides moderate intervention and progress monitored every 2 weeks Intensive support: Students are placed in an intervention that is intense and progress monitored every 2 weeks

Identifying Students that Need More MS EBIS Group Planning form

Universal Screening with OAKS GradeMeeting= 32 percentile 6 th grade th grade th grade th grade OAKS Cut Scores and Percentile Ranks

Maze and Probability of Success on Oaks READING (TTSD) Grade Fall Maze Score Needed for 85% Probability of Passing OAKS in Spring Spring Maze Score Needed for 85% Probability of Passing OAKS in Spring

Core Program Answers the critical question – “What do we expect every student to know and be able to do?” Create alignment across grade levels Ensure all of the standards are being addressed Are students prepared to graduate?

IES Recommendations 1.Provide Explicit Vocabulary Instruction (Strong) 2.Provide Direct and Explicit Comprehension Strategy Instruction (Strong) 3.Provide Opportunities for Extended Discussion of Text Meaning and Interpretation (Moderate) 4.Increase Student Motivation and Engagement in Literacy Learning (Moderate)

All students, IN EVERY TIER, have access to embedded literacy strategies across content areas Strategies: Frayer Model Anticipation Guide Word Sorts DR/TA or KWL Group Summarizing Definition Word Chart Differentiated Assessment Tiers I, II, and III

Tier I: What do all students receive?  Core Curriculum  Access to Content Literacy Strategies  A limited number of students are monitored by the Literacy Specialist Target = 80% of student population

Tier II: What do students receive in addition to the CORE?  Content Literacy Strategies Across the Content Areas  Strategic Intervention  Soar to Success (Middle School)  Read 180 (High School)  Progress Monitoring Target = >15% Student Population

Tier III: What do students receive in addition to the CORE?  Content Literacy Strategies Across the Content Areas  Comprehensive reading and writing support  LANGUAGE! (HS)  LANGUAGE! (MS)  Progress Monitoring Target: <5%

Current Practices for Intervening in Secondary Schools For: 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 student’s 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 program

More Intervening Practices Roseburg Targeted Classes for Tier 2 and 3 students Co-Taught Language Arts and Math Additional period with Sped teacher /IA using an intervention program Tigard Soar to Success (MS) and Read 180 (HS) for Tier 2 students Language! For Tier 3 students Co-Taught classes Adlai Stevenson One period a day devoted to intervention or enrichment. Students are grouped according to need. Lunch period becomes an intervention time

Decision Rules  Provide the “now what” after teams have analyzed student data  Guide decisions for all tiers  Take the guesswork out of “what to do next”  Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

EBIS Packet Page 7

What 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 Intervention

Progress monitoring answers the question…. Is what we’re doing working ?

Effects of Progress Monitoring Progress monitoring has been extensively researched in SPED (Fuchs & Fuchs, 1986) Students showed improved reading scores when teachers: monitored their progress (+.70 effect size) graphed their reading scores (+.80 effect size) used decisions rules to determine whether to make a change in instruction (+.90 effect size)

Why We Monitor Progress +26 %ile points +29 %ile points +32 %ile points For your typical student that’s a gain of…

Effects of Progress Monitoring Additional support for effectiveness in General Education (Fuchs, et al., 1994 ) CBM with decision rules (Fletcher, et.al., 2006)  “goal raising rule” for students responding well: (effect size =.52)  “change the program rule” for students not responding well (effect size =.72)  Results in teachers planning mo re comprehensive reading programs

Progress Monitoring in Secondary Schools Select assessment tools  Typically Maze Determine how often  Typically Every 2 weeks Who will Administer & Score  SLP Teacher Who will input & analyze data  Instructional Coordinator Using the data – Intervention planning at monthly meetings – Student feedback – Parent feedback Sanford & Putnam (2007)40

Progress monitoring with Maze Continued Now in Language C with Randall

Resources to Support You Oregon RTI Team Reading Next Oregon K-12 Literacy Framework Stupski Secondary Literacy Instruction Guide Learning Point Adolescent Literacy Instruction Program Review Florida Center for Reading Research Breaking Ranks in Middle and High Schools “Tiered Interventions in High Schools” – Center on Instruction