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

3. Objectives Understand the critical elements of secondary MTI – core instruction, screening and progress monitoring, interventions, meetings Understand the barriers of developing and implementing a MTI system at the secondary level

4. The Process is Ongoing and Long-Term CONSENSUS

5. So how do we make this happen? Universal screener Core Curriculum with strong instruction Decision rules and reading protocol Progress Monitoring Interventions

6. Tier 1 is for all students

7. Secondary Core Programs

8. Core Objectives Define core program Examine the research on successful secondary core programs Look at real life solutions Consider barriers and possible solutions

9. Research on Secondary Literacy IES Practice GuideReading Next

10. RTI vs. MTI Multi tiered instructional approach would fit in any subject, however, most consider reading and math the fundamental skills. Students are not eligible for Special Education services in Science, Social Studies, ect. Behavior impacts it all!

11. Why reading? 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). 69 percent of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level (NAEP.)

12. Differences in Learning to Read Estimates from NICHD research (NC Dept. of Public Education) Population %Journey to ReadingInstructional Requirements 5 Easy: children read before starting school Need no formal decoding instruction 35 Relatively EasyLearn to read regardless of instructional approach 40 Formidable ChallengeNeed systematic and explicit instruction 20 One of the most difficult tasks to be mastered during schooling Need intensive, systematic, direct, multi- sensory instruction

13. Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension

14. How’s your herd?

15. Core program

16. Interventions

17. The research based curriculum and instruction across all classes that allows students to access and respond to text across content areas.

18. Resistance Some teachers adjust the assignment and content rather than help learn to read Schoenbach et al. (1999). Some content-area teachers expressed resistance to teaching reading. Darwin (2003). Some teachers just want to cover content unaware that helping them to read would help them understand content. Kingery (2000); O’Brien, Moje, and Stewart (2001)

19. So... we adopt a new way of thinking about: Time and schedules Students Curriculum Teamwork

20. A fundamental philosophical shift We teach students, not subjects!

21. Another way to say it... We teach literacy, not literature. -Kelly Gallaghar

22. Reading Next Infrastructure recommendation Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program

23. Reading Next Time recomendation Extended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content- area classes

24. It’s not all about English class! We don’t have 2 to 4 hours of English class. English class = – Literature – Writing – Discussions – What else???

25. Non-fiction text needs Informational text accounts for ___% of reading done by adults. Standardized tests are up to ___% informational text. 86 85

26. IES Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong

27. IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction University of Oregon College of Education Center on Teaching and Learning C TL 26 1.Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.

28. IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction University of Oregon College of Education Center on Teaching and Learning C TL 27 2.Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.

29. IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction University of Oregon College of Education Center on Teaching and Learning C TL 28 3.Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing, and extended reading.

30. IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction IES Adolescent Literacy Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction University of Oregon College of Education Center on Teaching and Learning C TL 29 4.Provide students with strategies to make them independent vocabulary learners.

31. Implications for vocabulary development:  ESTABLISHED READERS: Learn about 3000 words per year by reading  POOR READERS: Could learn 300-500 words per year if provided explicit vocabulary instruction

32. Sample Vocabulary Strategies Frayer Model Definition word chart

33. Frayer Model Word Vocabulary Strategy

34. Plunder To rob of goods by force, especially in time of war; pillage. Surely the best way to meet the enemy is head on in the field and not wait till they plunder our very homes. -Oliver Goldsmith

35. 1.Students may vary in their response to different vocabulary instruction strategies. 2.Teachers may not know how to select words to teach, especially in content areas. 3.Teachers may perceive that they do not have time to teach vocabulary. 1.Teach vocabulary in a variety of ways and with multiple opportunities. 2.Students with limited vocabulary need the most frequent words taught. Teach words that carry the most meaning in the text. 3.Teaching vocabulary gives you more time because the reading carries meaning. Barriers and solutions

36. Reading Next Comprehension Recommendation Direct, explicit comprehension instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one’s own understanding, and a host of other practices

37. IES Recommendations Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction

38. IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction University of Oregon College of Education Center on Teaching and Learning C TL 37 1.Teachers should carefully select the text to use when first beginning to teach a given strategy.

39. IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction University of Oregon College of Education Center on Teaching and Learning C TL 38 2.Show students how to apply the strategies they are learning to different texts, not just one text.

40. IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction University of Oregon College of Education Center on Teaching and Learning C TL 39 3.Ensure that the text is appropriate for the reading level of students.

41. IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction University of Oregon College of Education Center on Teaching and Learning C TL 40 4.Use direct and explicit instruction for teaching students how to use comprehension strategies.

42. IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction University of Oregon College of Education Center on Teaching and Learning C TL 41 5.Provide the appropriate amount of guided practice depending on the difficulty level of the strategies that the students are learning.

43. IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction IES Adolescent Literacy Recommendations Recommendation 2 Provide Direct and Explicit Comprehension Strategy Instruction University of Oregon College of Education Center on Teaching and Learning C TL 42 understand the content of the text. 6.When teaching comprehension strategies, make sure students understand that the goal is to understand the content of the text.

44. Overtly teaching each step through teacher modeling and many examples (Gradual Release Model). Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

45. Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

46. Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback. Explicit Systematic Practice and Feedback Application and Mastery Components of Effective Instruction

47. Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read. Explicit Systematic Practice and Mastery Application and Feedback Components of Effective Instruction

48. Reading Strategy England has a 4 th of July. A dog can only run half way into a forest. If a plane crashes on the Canadian and US border, international law states that the survivors will be buried in the country of their nationality.    The 4 th of July comes after the 3 rd and before the 5 th of July.  Once the dog reaches the ½ way point it is actually running out of the forest.  You don’t bury survivors.  Trivia adapted from “Forward Garden,” http://www.forwardgarden.com/forward/26311.html

50. 1.Most teachers lack the skills to provide direct and explicit comprehension strategy instruction. 2.Content-area teachers may believe that they are not responsible for teaching comprehension strategies to their students. 3.Some teachers and students may “lose the forest for the trees.” 1.Use English teachers to help provide P.D. 2.Teaching comprehension strategies will improve content knowledge. 3.it‘s always about comprehension! Barriers and solutions

51. IES Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation Level of Evidence: Moderate

52. Talk must be explicitly taught.

53. IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation University of Oregon College of Education Center on Teaching and Learning C TL 52 1.Teachers should carefully prepare for text discussions.

54. IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation University of Oregon College of Education Center on Teaching and Learning C TL 53 2.Ask follow-up questions that help provide continuity and extend discussions.

55. IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation University of Oregon College of Education Center on Teaching and Learning C TL 54 3.Provide a task, or a discussion format, that students can follow when they discuss texts together in small groups.

56. IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation University of Oregon College of Education Center on Teaching and Learning C TL 55 4.Develop and practice the use of a specific discussion protocol.

57. IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation IES Adolescent Literacy Recommendations Recommendation 3 Provide Opportunities for Extended Discussion of Text Meaning and Interpretation University of Oregon College of Education Center on Teaching and Learning C TL 56 Kevin Feldman, 09

59. 1.Students do not contribute their ideas during discussions 2.Discussions take classroom time, and this may interfere with coverage of all the content in the curriculum. 3.Teachers lack the skills in behavior management and discussion techniques.. 1.-Carefully select text that connect with students. -“No hands classroom” 2.Create “power standards” to alleviate the need to “cover it all” 3.Professional development including participating in discussions as a participant Barriers and solutions

60. Adler, M., & Rougle, E. (2005). Building literacy through classroom discussion: Research-based strategies for developing critical readers and thoughtful writers in middle school. New York: Scholastic. Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press. Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Guilford. Beers, K. (2003). When kids can’t read—what teachers can do: A guide for teachers 6–12. Portsmouth, NH: Heinemann. Langer, J. A. (1995). Envisioning literature: Literary understanding and literature instruction. New York: Teachers College Press.

61. Reading Next Motivation recommendation Motivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation

62. IES Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning Level of Evidence: Moderate

63. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. University of Oregon College of Education Center on Teaching and Learning C TL 62 around the essential ideas 1.Establish meaningful and engaging content learning goals around the essential ideas of a discipline as well as the specific learning processes students use to access those ideas.

64. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. University of Oregon College of Education Center on Teaching and Learning C TL 63 2.Provide a positive learning environment that promotes students’ autonomy in learning.

65. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. University of Oregon College of Education Center on Teaching and Learning C TL 64 3.Make literacy experiences more relevant to students’ interests, everyday life, or important current events.

66. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. IES Adolescent Literacy Recommendations Recommendation 4 Increase Student Motivation and Engagement in Literacy Learning. University of Oregon College of Education Center on Teaching and Learning C TL 65 4.Build in certain instructional conditions, such as student goal setting, self-directed learning, and collaborative learning, to increase reading engagement and conceptual learning for students.

69. It’s not the child’s responsibility to be motivated. They are teenagers! It is the teachers responsibility to be motivating. “Don’t blame the kids, all they did was walk through the door.” Dr. Beth Harn, U of O

70. Are our practices motivating? Engaging teaching practices Student choice PBIS practices to create a safe environment Reward effort rather than skill (create the self fulfilling prophecy) Grading policies

71. Kevin Feldman, 09

73. 1.Some teachers think that motivational activities must entertain students. 2.Some students may think that textbooks are boring and beyond their ability to understand. 3.Many content-area teachers do not realize the importance of teaching the reading strategies. 4.Adolescent students who struggle in reading do not expect to do well in class. 1.Not games and contests, rather use goal setting 2.Provide a variety of text a differing levels of difficulty 3.Consolidated P.D. effort on literacy strategies 4.Success leads to success Barriers and solutions

74. Critical Questions Is there consensus on a multi tiered instructional approach? Is there a research-based core curriculum and instruction? Is there agreement on fidelity? Is sufficient time allotted to core instruction? Did teachers get sufficient training in the core curriculum and instruction? Do teachers have the professional development to assist them in differentiating instruction? Is the instruction sheltered to give ELL students access to the curriculum? On what basis do we grade students? Have we matched our most skilled teachers with our most needy students? Are there certain grade levels or subjects where students are consistently not achieving?

75. Screening involves brief assessments that are valid, reliable, and evidence-based. They are conducted with all students or targeted groups of students to identify students who are at risk of academic failure and, therefore, likely to need additional or alternative forms of instruction to supplement the conventional general education approach. -National Center on Response to Intervention What is Universal Screening?

76. Universal Screening

77. Universal Screening serves 2 purposes: 1.Evaluate the quality of your schoolwide instructional system 2.Accurately identify those who are on track to meet grade level expectations, and those who will need more support Purpose(s)

78. 1. Evaluating Schoolwide System ? 80% 15% 5%

79. Active Engagement Strategies Instructional Strategies Common Instructional Needs Fidelity Improving Your Core

80. 2. Identifying Students Who Need More Support Periodic and universal screening ensures that no students “fall through the cracks” Quality screening systems provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3 interventions)

81. Talk to a neighbor Do you currently screen all secondary students at your school/district? If yes: – What materials/assessments do you use? – How do you use the screening data? If no: – How do you identify students who need more support?

82. Curriculum-Based Measures – Oral Reading Fluency (ORF) – Maze OAKS Grades Common Secondary Universal Screeners (Reading)

83. Essential Features of CBM Tools Robust indicator of academic health Brief and easy to administer Can be administered frequently Must have multiple, equivalent forms (If the metric isn’t the same, the data are meaningless) Must be sensitive to growth

84. Why Use Oral Reading Fluency Measures for Screening? Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001) Oral reading fluency (ORF) does not tell you everything about a student’s reading skill, but a child who cannot read fluently and accurately cannot fully comprehend written text and will need additional support.

85. Florida ORF Secondary Norms http://www.fcrr.org/assessmentMiddleHighSchool.shtm

86. Multiple-choice cloze task – Grade-level passage w/ every 7 th word replaced by 3 word choices in parenthesis – Student reads silently and selects as many correct words as they can in 3 minutes What is Maze?

87. Example of Maze Passage

88. What is Maze? Curriculum-Based Measurement that is an “INDICATOR” of overall reading health – Combines fluency, comprehension, and all other subsumed reading skills Can be administered to a group; scored later Easy & quick to administer, multiple forms

89. Why Maze? Good tool for screening/assessing ALL students Can use same test to monitor progress Maze scores are a good predictor of performance on OAKS (or other high- stakes assessments) AND HS graduation

90. Table of Probable Success (MN) Maze Correct Choices 3 minutes Writing: CWS minus IWS 7 minutes Probability of Passing Minnesota Basic Skills Test 4910% 73320% 105330% 127040% 148350% 1610060% 1911670% 2213780% 2616290% 37210100% Critical values corresponding to likelihood of passing 8 th grade Minnesota Basic Skills Test – Doug Marston, et al.

91. MAZE/OAKS Correlations in TTSD: Spring Maze  OAKS best score GradeMedian ScorePassage 1Passage 2Passage 3 6.660.607.668.636 7.689.615.649.706 8.684.634.701.661 All correlations moderately strong Relatively consistent across passages Median correlations “in the middle”

92. 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 62033 72033 82137

93. GradePercentileFallWinterSpring 690 th 334042 75 th 2733 50 th 202627 25 th 1420 10 th 1014 790 th 353744 75 th 293035 50 th 212328 25 th 161721 10 th 121315 890 th 363441 75 th 292733 50 th 222026 25 th 161520 10 th 121115 Maze Score Norms

94. How TTSD Identifies Students In Need Of Intervention Initial Screening : – Bottom 20% of students on the MAZE/Below our cut score of 20 – At or below the 35 %ile on OAKS – Screen further with San Diego Quick, SRAI, and curriculum placement tests, when appropriate

95. Spring Lowest 20% Data

96. Post Screening Diagnostics and Placement: – 6-Minute Solution--check for fluency & accuracy; then, – San Diego Quick to determine level of SRAI to use; then, – SRAI to gauge comprehension skills; then, – Language! placement tests are administered for students with the most significant reading needs How TTSD Identifies Students In Need Of Intervention

97. Using OAKS Can also examine OAKS data as part of your screening system in middle/high school. Determine proficiency benchmarks… As set by your district

98. OAKS Passing OAKS 3 rd grade (204) places a child in the 17 th percentile Passing 3 rd grade is not enough. By 5 th grade, if these students stay at the same percentile they will fail OAKS By 10 th grade, if these students stay at the same percentile they will fail OAKS This student will score a 236 and pass at the 32 nd percentile Based on 2009-2010 ODE percentiles

99. Screening at the Secondary Level Select Assessment Tools: Typically a combination (ORF, Maze, OAKS, grades, etc) Determine when and where:3x/year, literacy class/advisory period 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:Schoolwide meetings, student/parent feedback

100. References for Maze AIMSweb www.aimsweb.org Easy CBM http://easycbm.com/ National Center on Student Progress http://www.studentprogress.org/ http://www.studentprogress.org/ Intervention Central www.interventioncentral.org www.interventioncentral.org

101. Meetings in the MTI/RTI Process Develop knowledge about the meetings in the RTI process – School-Wide Meetings – Planning for the intervention groups – Monthly Progress Monitoring Meetings – Individualized Meeting Develop knowledge about how to make decisions in these meetings

102. School-Wide Meetings Placement into interventions Progress Monitoring Meetings Progress Monitoring Individualized Meetings

104. PBIS 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

105. 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?

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

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

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

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

111. 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?

112. Examine Grades

113. Examine OAKS

114. Examine Maze Data

115. 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?

116. 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

117. 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?

118. 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?

119. 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%.

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

121. School-Wide Activity

122. 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?

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

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

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

127. 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

128. 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

129. D & F List

131. ODR List

132. 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?

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

134. TTSD: Reading Protocol

135. Roseburg: Reading Protocol

136. TTSD: Middle School Placement

137. Roseburg: Middle School Placement

138. TTSD: High School Placement

139. Roseburg: High School Placement

140. TTSD: Behavior Protocol

142. 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

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

144. Secondary RTI - Interventions

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

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

147. 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”.

148. 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

149. 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.

150. 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

151. 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

152. 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

153. Reading Protocol - TTSD

154. Roseburg 6-8

155. 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

156. 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

157. Barriers Scheduling Highly Qualified teachers Resources

158. 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

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

160. 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

161. Progress Monitoring

162. 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?

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

164. 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)

165. Cohort Groups GOAL

166. Cohort Groups GOAL

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

168. 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

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

170. 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?

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

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

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

175. 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

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

177. 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)

178. 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

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

180. 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

181. Continue!

182. 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).

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

184. What can you change?

185. What are the outcomes?: Document the change

186. 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?

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

188. 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

189. 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

191. 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

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

193. 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

194. 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.

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

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

197. 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.