1. PBIS Coaches Conference October 2010 Lisa Bates, Sally Helton, Jon Potter, Dean Richards & Tammy Rasmussen PART 2

2. PIBS MONTHLY Progress Monitoring MONTHLY School-Wide QUARTERLY SCHOOL-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 School INTERVENTION FOCUS -Places & Monitors Students in Academic, Behavioral, and Attendance Interventions -Problem Solving -Progress Monitoring Intensifying/Exiting/Referring to SPED TEAMING

3. School-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?

4. Who is involved? Administrator Classroom Teachers representing grade levels or subject areas Instructional Coordinator/Reading Specialist School Counselor/Psychologist Learning Specialist ELD Teacher

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

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

7. How do you use the data? What data are needed? – Achievement data Maze OAKS ELPA ACT MAP – Grades – Attendance – Behavior referral data (SWIS)

9. School-Wide Guidelines Examine the data – Are 80% of more of your students meeting benchmark? – Are all subgroups making growth? – Have you set ambitious goals for next quarter?

10. Examine Grades

11. Examine OAKS

12. Examine Maze Data

13. 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?

14. If not at 80%, ask questions Instructional components – Are cross content strategies utilized? – Do active engagement strategies need to be increased? – Are IES recommendations being used? Vocabulary Comprehension Motivation Discussion of extended discussion of text

15. 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?

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

17. What are the outcomes? Create an Action Plan – Who – What – When – How Develop a measureable goal – Increase percentage of students meeting benchmark from 60% to 75%.

18. What are the barriers? Research based core implemented Organized Data School Culture and Teacher Practices Schedules Cross-Content strategies utilized

19. School-Wide Activity

20. Intervention Placement 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?

21. Who is involved? Administrator Classroom Teachers representing grade levels or subject areas Instructional Coordinator/Reading Specialist School Counselor/Psychologist Learning Specialist ELD Teacher

22. How often do the meetings occur? Three times a year following the school- wide data meeting

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

25. How do you use the data?: Prior to the Meeting 1.Identify students who need further assessment 2.Complete placement assessment 3.Place students into appropriate interventions 4.Determine the progress monitoring measure and how often the probe will be given

26. Identify students who need further assessment (TTSD) Students who score below 20 on the Maze assessment in the Fall Students who do not meet OAKS criteria Students with 2 or more F’s or a GPA < 1.4 Students with 2 or more ODRs

27. D & F List

29. ODR List

30. 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?

31. Determining what interventions students need? Determine the choices available – Reading Protocol – Behavior Protocol Conduct further assessment to place students in interventions – Placement guidelines

32. TTSD: Reading Protocol

33. Roseburg: Reading Protocol

34. TTSD: Middle School Placement

35. Roseburg: Middle School Placement

36. TTSD: High School Placement

37. Roseburg: High School Placement

38. TTSD: Behavior Protocol

40. What are the outcomes? Input student’s screening score in a data system (graph) List intervention on Student Intervention Profile Schedule interventions – Notify parents – Electives

41. What are the barriers? Resources – Times to do placement tests Scheduling – Highly qualified teachers – Special education teachers Loss of electives

42. Secondary RTI - Interventions

43. Failure to successfully teach students to read is a failure of our promise to democracy…

44. Interventions for All Core Instruction Common strategies for accessing text All teachers teach Reading All students growing academically and personally

45. Factors that Affect Interventions Instructional organization Staff Roles Student Involvement Graduation Requirements Stakeholder engagement Implementation and Alignment Instruction and Assessment Resources For additional questions to support these factors read “Tiered Interventions in High Schools”.

46. Critical Features – Tier 2 Targeted Instruction for Some beyond the comprehensive core explicit instruction guided practice in targeted, key areas small group use of additional instructional time

47. Critical Features – Tier 3 Intensive Instruction for a Few significantly behind critical reading skills guided 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.

48. Effective Secondary Instruction: A Three Tier Model All students, IN EVERY TIER, have access to embedded literacy strategies across content areas Frayer Model Anticipation Guide Word Sorts DR/TA or KWL Group Summarizing Definition Word Chart Differentiated Assessment Tier III Tier II Tier I

49. Tier II: What do students receive in addition to the CORE?  Content Literacy Strategies Across the Content Areas  Strategic Intervention  Literacy Period  Targeted Intervention in addition to the Core (loss of an elective) Target = >15% Student Population

50. Tier III: What do students receive in addition to the Core? Target: <5% Not a Simple Answer  Content Literacy Strategies Across the Content Areas  Comprehensive reading and writing support  Mentoring and Support  Additional monitoring  Loss of an elective  Possible Replacement Core

51. Reading Protocol - TTSD

52. Roseburg 6-8

53. 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

54. 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

55. Barriers Scheduling Highly Qualified teachers Resources

56. 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

57. “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister Progress Monitoring

58. 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

59. Progress Monitoring

60. Talk to a neighbor Do 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?

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

62. Progress monitoring serves 2 purposes: 1.Evaluate the effectiveness of ongoing interventions for cohort groups of students (evaluation of intervention) 2.Evaluate the effectiveness of ongoing interventions for individual students (evaluation of student’s response to intervention) Purpose(s)

63. Cohort Groups GOAL

64. Cohort Groups GOAL

65. Individual Students GOAL May need a change. What do your decision rules say?

66. Progress Monitoring at the Secondary Level Select Assessment Tools:Typically Maze Determine Frequency:Typically every 2 weeks Determine 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 feedback

67. Now that we have the progress monitor data, how do we use it?

68. Monthly 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?

69. Who is involved? Administrator Classroom Teachers representing grade levels or subject areas Instructional Coordinator/Reading Specialist School Counselor/Psychologist Learning Specialist ELD Teacher

70. How often do they occur? Typically monthly – By grade level or – By subject area

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

73. How do you use the data?: Prior to the meeting Sort students into three groups – Students making sufficient progress – Students who need a modification to their intervention – Students who are ready to proceed to an individualized intervention

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

75. Meet Monthly to Consider… 1.Exiting (Intervention no longer needed) 2.Continuing (Student is making progress, but, continues to need support) 3.Intensifying & Individualizing (Intervention is not working and should be revised) 4.Referring for Special Education Evaluation (Intensive intervention is proving unsuccessful)

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

77. Intervention Change: Language C Now that’s WORKIN’!

78. Continue 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

79. Continue!

80. Intensify and individualize reading interventions when: Prior to the end of a student’s 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 won’t meet benchmark (Maze).

81. Intervention Change: Language C 3-4 Data Points Below the Aimline!

82. What can you change?

83. What are the outcomes?: Document the change

84. Individualized Meeting 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?

85. Who is involved? Intervention Teacher Counselor ELL Representative if ELL student A Classroom Teacher Other EBIS team members as appropriate

86. 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 intervention typically December & May coinciding with semester changes

87. Why do they occur? For student’s not making progress, prior to the end of their first semester in an intervention – To review student information Progress monitoring Problem Solving Information Developmental History – To plan an individualized intervention for the student

89. 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 review Counselor or school psychologist uses the Developmental History to interview parents ELL Teacher collects all relevant learning and language information on ELL students Invite parents to meeting and/or solicit their input

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

91. What are the barriers? Teachers may want to refer students to special education sooner Not having enough data to review/paperwork not completed Time to meet

92. Refer to Special Education When…… If 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 50 th 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.

93. Intervention Change: Language C 3-4 Data Points Below the Aimline!

94. Next Steps What are your next steps for you district or school?

95. High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.