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

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