1. Developing and Implementing a 90-30-30 Literacy Model With Data MiBLSi State Conference March 17-18 2010 Jason Sines, Ed.S. Heidi Miller School Psychologist Literacy Coach School Psychologist Literacy CoachJason.Sines@lisd.ushmiller@madison.12.mi.us

2. Moving Upstream: A Story of Prevention and Intervention

3. In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

4. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

5. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

6. She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

7. Systematic Medical Field Uses temperature, weight, blood pressure to monitor health Fuchs (1995) compared the RTI approach to the practice used in medicine whereby a child’s growth over time is compared to that of a same-age group. A child showing a large discrepancy between his or her height and that of a normative sample may be considered a candidate for certain types of medical intervention (e.g., growth hormonal therapy).

8. Temperature, Blood Pressure, or Weight If one of these measures indicates an elevated risk level of illness, they treat and monitor (Tier 2). If one of these measures indicates an elevated risk level of illness, they treat and monitor (Tier 2). If non-responsive, then they dig deeper with more diagnostic assessment to help identify a individualized treatment (Tier 3). If non-responsive, then they dig deeper with more diagnostic assessment to help identify a individualized treatment (Tier 3). All along, encouraging a healthy lifestyle through promoting exercise and a good diet (Tier 1). All along, encouraging a healthy lifestyle through promoting exercise and a good diet (Tier 1). They follow a standard protocol, making treatment systematic.

9. E.R. Symptoms Students not passing the MEAP Students not passing the MEAP Failing scores for “Ed YES!” Failing scores for “Ed YES!” To many students qualifying as Learning Disabled in Reading To many students qualifying as Learning Disabled in Reading Low Expectations Low Expectations 60% Free and Reduced Lunch 60% Free and Reduced Lunch Title 1 Targeted Assisted Title 1 Targeted Assisted

10. 1 st Grade Nonsense Word Fluency

11. Need for a new approach:

12. Prescription for Literacy in the “Emergency Room” at Madison Elementary School

13. E.R. Hypothesis Tier I – Core 80% of students will be able to access the standards with instruction provided with the core curriculum Tier II – Strategic 15% of students will comprehend targeted interventions in order to access the standards Tier III – Intensive 5 % Intensive Individual Individual students Assessment-based High intensity Targeted Group At-risk students High efficiency Rapid response Universal All settings, all students Preventive, proactive

14. What is 90 -30-30? The foundation is called Tier I and this tier provides 90 minutes of daily literacy instruction in each classroom through explicit teaching of the core-reading program. The foundation is called Tier I and this tier provides 90 minutes of daily literacy instruction in each classroom through explicit teaching of the core-reading program.

15. What is 90- 30 -30 ? What is 90- 30 -30 ? Tier II kicks in an additional 30 Tier II kicks in an additional 30 minutes of daily literacy instruction to all students, but in Tier II, students are placed into groups based on individual needs. minutes of daily literacy instruction to all students, but in Tier II, students are placed into groups based on individual needs.

16. What is 90-30- 30 ?  Tier III is then used to bolster those students who demonstrate the greatest need with additional support.

17. How we use data… We use data in three ways: Summative: Refers to the assessment of the learning and summarizes the development of learners at a particular time. Diagnostic: Will provide the teacher with an understanding of the prior knowledge and skills a student brings. Formative: When the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs.

18. Reading Assessment AIMSweb (Universal Screening, 3 times a year) AIMSweb (Universal Screening, 3 times a year) MLPP MLPP DRA DRA AIMSweb (Progress & Strategic Monitoring) AIMSweb (Progress & Strategic Monitoring) Spelling Inventory Spelling Inventory Dolch Word/Sight Words Dolch Word/Sight Words Teacher Check-Ups Teacher Check-Ups

19. In September… By Identifying students after Fall Benchmark… By Identifying students after Fall Benchmark…

20. Intervening Early DIBELS/Aimsweb will help you quickly and efficiently identify your lowest performing children by using the Class/Grade List report.

21. Lab Results

22. Instructional Recommendation

23. Data Meetings  Every six weeks, review progress and fidelity of intervention.  Find commonalities with the type of errors they make and assign them to similar intervention groups.  Adjust student groups after each session as needed.

24. System Treatments All Day Kindergarten All Day Kindergarten RtI Schedule, 90-30-30 RtI Schedule, 90-30-30 Aligning the Curriculum Aligning the Curriculum Data Meetings Data Meetings Professional Development – Best Practices Professional Development – Best Practices Common Plan Time Common Plan Time Supports Supports Research Based Interventions Research Based Interventions Reading Protocol Reading Protocol Data Sheets and LEA’s Data Sheets and LEA’s

25. T2 Breakout Groups Reading A to Z Pals, K-Pals, 1 st Grade Pals Read Naturally Words Their Way Road to the Code Early Success FCRR Phonics for Reading Leveled Literacy Intervention (LLI)

26. Example 90 Minutes in Classroom Whole Group Instruction: 25-40 minutes. Teacher Lead Activities – Work with Core Comprehensive Reading Programs (CCRP) Hits Core Areas of Reading: Phonemic Awareness: Segmenting and Blending sounds. Phonics and Fluency: Sound-letter Relationships, Blending and Decodable, Dictation and Spelling. Vocabulary and Comprehension: Robust Vocabulary Instruction, Pre-reading Strategies, During Reading Strategies, Past Reading Strategies.

27. 90 Minutes Reading Workstations along with daily Guided Reading: Reading Workstations along with daily Guided Reading: approx. 45-60 minutes. approx. 45-60 minutes. Example of Small Groups (3-5 students) 15-20 minutesMTWThF Session 114253 Session 225314 Session 331425

28. 90 Minutes – Example of possible work stations/guided reading focus Segment Sounds Word Building/Spelling Patterns Review Complex Blendings Reread Decodable/Leveled Readers Choral Reading of Poem Write about Reading

29. 90 Minutes – Student Expectations Guided Reading Strategies with leveled text/ phonics reader. While not working, students will be working in small groups at work stations. While not working, students will be working in small groups at work stations. Class has approx. three to five small flexible groups that are formed based upon ongoing assessment results. The teacher meets with guided reading groups daily.

30. 30 Minutes Breakout Groups/Tier 2 Monday through Thursday for all students. Example: 1 st grade will be split into two teaching teams. Teacher’s 1,2,3 and 4,5,6. Breakout Groups will work with 3 classes at a time. Approximately 66 children per team. Student Levels: Advanced (Enrichment) Benchmark (Proficient) StrategicIntensive

31. 30 Minutes for each Breakout Group Instructors for Breakout Groups: Classroom teachers Para professionals Special Education Teachers Title 1/ Reading Specialist/ Literacy Coach ELL (as needed) Speech Pathologist (as needed) School Psychologist (as needed)

32. Individual Prescriptions Reading A to Z Pals, K-Pals, 1 st Grade Pals Read Naturally Words Their Way Road to the Code Early Success FCRR Phonics for Reading Leveled Literacy Intervention (LLI)

33. 2 nd 30 Minutes/Tier 3 Tier III is reserved for students that show a large deficit in their reading ability and need more time for help and instruction. Some students receive this support in small groups, in one-to-one push in tutoring sessions, or in the school’s resource room. Once again, children receive intervention according to their particular assessment profiles. Tier III is reserved for students that show a large deficit in their reading ability and need more time for help and instruction. Some students receive this support in small groups, in one-to-one push in tutoring sessions, or in the school’s resource room. Once again, children receive intervention according to their particular assessment profiles.

34. Example of Daily Plans: 1 st Grade 1 st Team2 nd Team 8:30 – 9:00 Morning Routine/Calendar 9:00 – 9:25 Breakout9:00 – 10:30 90 Minutes 9:30-10:12 Special10:40 – 11:00 H.W.T 10:20-11:20 Math11:00 – 11:30 Breakout 11:20 – 11:35 H.W.T12:35 – 1:35 Math 12:40 -1:10 L.C.1:30 – 2:00 L.C. 1:15 – 2:45 90 Minutes2:00 – 2:30 SS/S 2:45 – 3:15 SS/S2:45 – 3:27 Specials 3:15 – 3:30 Pack-up

35. Support Team Kindergarten1 st and 2 nd Grades 90 Minutes, Tier 1: Classroom Teachers +30 Minutes, Tier 2: Stars (yellow and red)+ 30 Minutes, Tier 2: Breakout Teams +30 Minutes, Tier 3: Title 1 (red intensive)+30 Minutes, Tier 3: Special Ed/Title 1 (red intensive)

36. Our Health Checks Each student is monitored every one to two weeks. Each student is monitored every one to two weeks. At the end of each sessions, growth is evaluated and… At the end of each sessions, growth is evaluated and… – Intervention is maintained. – Intervention changed. – The student may graduate to enrichment activities. Data is reviewed with teachers at scheduled data meetings. Data is reviewed with teachers at scheduled data meetings.

37. Interpreting the Growth Fluency and automaticity are measured by rate (how fast it can be performed). Rate increases gradually as proficiency develops. Improvement in rate is a measure of progress.

38. Observation of the Data Rate of Improvement (ROI) Measures how many more digits, letters, or sounds (depending on which measure/test) a student achieves in a week’s time. Measures how many more digits, letters, or sounds (depending on which measure/test) a student achieves in a week’s time. Average improvement over a timeframe. Average improvement over a timeframe. Number is not always constant. Number is not always constant.

39. BOLD: Sample School Norms ______ REGULAR FONT: AIMSweb Aggregate Norms

40. Copy provided in handout

41. E.R. Analysis Using Data to Inform Instruction Set goal for student/group to reach expectation. Teachers set a trend line on a graph based on an ambitious growth rate.

42. Graphing the data: Trend line ROI of.9 which is average growth. Benchmark = 50 Benchmark = 24

43. Graphing the data: Trend line ROI of 1.25 which is ambitious growth. Benchmark = 50 Benchmark = 24

44. Example graph:

46. Results Out of 51 students: 40 students are expected to be at benchmark by the end of the year. 40 students are expected to be at benchmark by the end of the year. 8 students are predicted to be performing at the “Some Risk” level at the end of the year. 8 students are predicted to be performing at the “Some Risk” level at the end of the year. 3 students are predicted to be perform at the “At Risk” level at the end of the year. 3 students are predicted to be perform at the “At Risk” level at the end of the year.

47. Student Percentage Of the 51 students: 78 % are expected to achieve benchmark and be within the average range on NWF by the end of the year. 78 % are expected to achieve benchmark and be within the average range on NWF by the end of the year. 64% are demonstrating above average growth on NWF, closing the gap on higher performing students. 64% are demonstrating above average growth on NWF, closing the gap on higher performing students.

48. Healing Begins……

49. Q & A