What we found in TTSD About students (per school) who need a comprehensive reading program Middle schools: 1000 students High Schools:2000 students A few students who need to build fluency students who need comprehension strategy instruction per school Many students who benefit from literacy instruction across the curriculum

Curriculum Choices Language! (Comprehensive Reading & Writing) Soar to Success (MS Comprehension) Literacy Strategies Classes (HS Comprehension) McREL & Beers/Tovani Teaching Reading in the Content Areas

All students have access to embedded literacy strategies across content areas Foci: Frayer Model Anticipation Guide Word Sorts Active Participation DR/TA or KWL Group Summarizing Definition Word Chart Differentiated Assessment Tier III Tier II Tier I Across the Tiers

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

Content Literacy Strategies Purpose/Prior KnowledgeAnticipation Guide Vocabulary DevelopmentDefinition Word Chart Frayer Model Word Sorts Cues and Questioning/ Patterns DRTA KWL ReflectionGroup Summarizing

Literacy Strategies in Math Class!

Tier II: What do students receive?  General Ed Classes  Access to Content Literacy Strategies  Strategic Intervention  Soar to Success (Middle School)  Literacy Strategies (High School)  Identify Text Structure  Predictions  Main Idea/Detail  Inferences  Visualization  Summarizing  Definition Word Chart Target = 15% Student Population

Students Write about Strategic Instruction

Tier III: What do students receive?  Access to Content Literacy Strategies  Comprehensive reading and writing support  LANGUAGE! (High School)  LANGUAGE! (Middle School) Target: 5%

LANGUAGE!- A student’s perspective

GradeUniversal Screening Tools Core ProgramSecond Tier Interventions Third Tier Interventions 6-8  MAZE  Oregon Assessment of Knowledge & Skills (OAKS)  HOLT – Elements of Literature  HOLT – Elements of Language  Content Literacy Strategies Supported Throughout All Content Areas  Soar to Success  45 minutes/day minimum  Language!  90 minutes/day 9-12  Oregon Assessment of Knowledge & Skills (OAKS)  Literacy Strategies  Identify Text Structure  Predictions  Main Idea/Detail  Inferences  Visualization  Summarizing  Definition Word Chart  Language!  90 minutes/day Who does this work? ALL STAFF Language Arts Teachers / Reading Specialists Reading Specialists TTSD 6-12 Reading Protocol

TTSD 6-12 Reading Decision Rules Screening: Every student at each grade level who scores in the lowest 20 percent on MAZE, or at or below the 35 th percentile on the OAKS, is: further screened with oral reading fluency measures from 6- Minute Solution (check for fluency & accuracy); then, the San Diego Quick is administered to evaluate what level of the SRAI to use; then, the SRAI is administered to gauge comprehension skills; then, for students with the most comprehensive reading needs, the Language! placement tests are administered. Progress monitoring (6-12): Maze-CBM twice monthly.

Reading Decision Rules Continued Intensifying interventions (These conditions should instigate a discussion in an EBIS meeting at the end of an intervention period): Maze scores indicate 3 to 4 data points (in a semester) below the aimline AND are below the 50 th percentile. Maze trendline analysis indicates a flat or declining slope AND scores are below the 50 th percentile. Grade+ scores are in the 3 rd stanine or below. Exiting interventions: Maze scores indicate 3 or more data points above the aimline AND are at or above the 50 th percentile; AND, Grade+ scores are at or above the 5 th stanine; AND OAKS scores are at or above the 36 th percentile

Measuring Reading Comprehension with a Cloze Procedure “Maze” is a multiple-choice “cloze” task that students complete while reading silently for 3 minutes. The first sentence of a word passage is left intact. Thereafter, every 6th word is replaced with three words inside parenthesis. One of the words is the exact one from the original passage. The number of correct responses is normed, as is the rate of improvement. Science-based research has shown that this provides a reliable and valid measure of reading comprehension.

Change the Intervention!!! Grade+ Composite Score = 1 st Stanine Intervention: LANGUAGE! D

Intervention Change: Language! Grade+ Composite Score = 1 st Stanine

Grade Level(s)Universal Screening ToolsCore ProgramSecond Tier InterventionsThird Tier Interventions K-1  First Step To Success Behavior Screener  Phoneme Segmentation Fluency  Office Discipline Referrals  Attendance Reports  Suspension/Expulsion Data  School Rules & Behavior Expectations Are Explicitly Taught to ALL Students  All Students Regularly & Consistently Acknowledged for Demonstrating Behavior Expectations  All Students Immediately & Reliably Corrected When Behavior Expectations Are Not Demonstrated. Positive Behavior Expectation Re-taught & Reinforced Immediately  School-wide Social/Emotional Curriculum Delivery (e.g., Second Steps, Steps to Respect, Too Good for Drugs/Violence, etc.)  Re-Teach Expectations  Check & Connect Programs  HUG Program  Adult Mentoring  Skills Groups  Behavior Contracts  Targeted Social/Emotional Curriculum Follow-up (e.g., Second Steps with Small Group of Struggling Students)  Core + Second Tier and…  First Step To Success  Functional Behavior Assessment & Individual Behavior Support Plans  Individualized Behavior Goals and Progress Monitoring (IEP & 504) 2-12  Office Discipline Referrals  Attendance Reports  Suspension/Expulsion Data  Oregon Healthy Teens Survey  Social Marketing Surveys  Grades  Re-Teach Expectations  Check & Connect  HUG Program  Check in/Check out  Strategic “Positive Referrals” for Identified Students Working Towards Increased Positive Behavior  Adult Mentoring  Peer Mentoring  Skills Groups  Behavior Contracts  Advisory Classes  Targeted Social/Emotional Curriculum Follow-up (e.g., Too Good for Drugs for Struggling Students)  Strategic Tutors  Core + Second Tier and…  Functional Behavior Assessment & Individual Behavior Support Plans  Individualized Behavior Goals and Progress Monitoring (IEP & 504) Who does this work? EBIS / EBS Teams FSTS Staff EBS Teams & ALL STAFF Appropriate Staff as Determined by EBIS Teams TTSD Standard Behavior Protocol

TTSD Standard Behavior Protocol Decision Rules: Screening 6-12 Office Discipline Referral Data reviewed monthly. If more than 1 major referral per day per month for every 200 students, revisit the CORE and look for patterns in location, time, grade, type, and frequency of incidents. K-12 CORE: If more than 20% of all students received 2 or more referrals: revisit the CORE. If more than 20% of students are failing, revisit the CORE. If more than 40% of referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit CORE instruction in specific classrooms. If more than 30% of referrals occur in a specific area of the school: re- teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately.

Behavior Decision Rules, Continued Strategic: If more than 2 referrals in a 30-day period, meet with parents and develop a plan. If more than 5 absences in a 30-day period: instigate communication strategies with families and EBIS team reviews other data to determine appropriate interventions. If a student has 2 or more F’s or a GPA of <1.4 during any quarter, provide intervention. If more than 5 referrals, complete an FBA and individualize your interventions. Progress monitoring: K/1: 1x/week PSF & Behavior Intervention Data. K-12: Behavior data from Check and Connect program, referrals, grades and attendance K-12: Progress on individual behavior goals or Behavior Support Plan. Intensifying intervention: If progress is below the expected rate after 4 to 6 weeks of Second Tier Intervention, students move to Third Tier Interventions (consider performing a Functional Behavior Assessment and developing a Behavior Support Plan). Students receiving 6 or more behavior referrals during the school year - perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan.

Donald participates in the general curriculum Effective Support Team reviews achievement and behavioral data (school wide) and places Donald in group intervention Donald isn’t doing well Donald improves Donald improves Effective Support Team conducts Individual Problem Solving Resumes general program Donald doesn’t improve Donald doesn’t improve Special Education referral is initiated Donald probably recycles Donald may recycle Intervention is intense and LD is suspected Improvement is good and other factors are suspected as cause Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school day timeline starts

Median Reading Comprehension Gain vs. Expected Gain for Students In Secondary Literacy Programs - By Curriculum December 2006 Through May Students w/ 3 or more scores only Expected Growth Rate for Students Below the 25th Percentile is.1 Words Per Week

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