1. PLCs & Data: Key Drivers for Successful Response to Intervention Matthew Burns, Ph.D. University of Minnesota

2. Contributions to Learning – Hattie 2009 The studentd =.40 The school d =.23 The teacherd =.49 The curriculum d =.45

3. Interventions for Children with LD Reading comprehension1.13 Direct instruction.84 Psycholinguistic training.39 Modality instruction.15 Diet.12 Perceptual training.08 Kavale & Forness, 2000

4. , at no cost to the parents or guardians, to meet the of a child with a disability. Individualized instruction unique needs

5. The answer?? “All hands on deck” – Judy Elliott, Chief Academic Officer of Los Angeles Unified Schools General Education Remedial Education Gifted Education Special Education Education

6. And DATA! Unique learning needs = Education that is SPECIAL

7. Keys to Success St. Paul Pioneer Press June 4 th 2006 Reading Above All Else –Emphasize reading and writing especially K-2 Beyond the Classroom –After school programs and social services Continuous Assessment/Small-Group Instruction –Formal and informal assessments to provide an appropriate level of challenge Effective Staff –Strong leadership and cohesive staff with co-planning Structured, Disciplined Environment

11. MTSS The systematic use of assessment data to most efficiently allocate resources in order to enhance learning for all students. Burns & VanDerHeyden, 2006

12. Professional Learning Communities Teams of teachers –All of those who teach a particular grade level –A forum to collectively problem-solve at the school, classroom, and student level (DuFour, Eaker, DuFour, 2005) PLCS focus on student data and a culture of collaboration (DuFour, 2005). Many do not have common assessments, criteria to judge student proficiency, or a process to collaboratively analyze data (DuFour et al., 2005; Love, 2009).

13. PLC Meetings: Agenda PLC: 1 st weekly meeting of the month (Content Focus)  Grade level teams and coaches with additional personnel as appropriate  School-site established PLC focus on various topics (e.g., math, STEM, behavior, environment, or other school topical initiatives) PLC: 2 nd weekly meeting of the month RTI (Core Instruction Literacy Focus)  Grade level teams and coaches with additional personnel as appropriate  Examine various formal and informal data to drive core instruction  Agenda will include embedded professional development on topics that address opportunities and challenges for core instruction PLC: 3 rd weekly meeting of the month (Content Focus)  Grade level teams and coaches with additional personnel as appropriate  School-site established PLC focus with schools studying varied topics PLC: 4 th weekly meeting of the month RTI (Data Analysis)  Grade level teams and coaches with additional personnel as appropriate (data management team)  Analyze screening/benchmark data  Analyze progress monitoring data  Discuss, monitor and adjust tiered interventions.

14. Four Purposes of Assessment Program evaluation: How is the education system working for students overall? State test Screening: Which of my students are not meeting grade level expectations given Universal Instruction? E.g., MAP Diagnostic: What are the specific needs of students who struggle with reading or math? E.g., measures of specific skills Monitoring Progress: What does the student’s growth look like? E.g., CBM

15. ScreenerMAP < 25 th %ileMAP > 25 th %ileTotal Oral Reading Fluency (ORF) ORF < Benchmark Goal276145421 AB ORF > Benchmark Goal46501547 CD Total322646968 Informal Reading Inventory (RI) RI < Benchmark Goal90189279 AB RI > Benchmark Goal200367567 CD Total290556846 Sensitivity = a / (a + c) =.86 for ORF and.31 for F&P, Specificity = d / (b + d) =.78 for ORF and.66 for F&P, Overall Correct Classification = (a + d) / N =.80 for ORF and.54 for F&P

16. Screening/ BenchmarkDiagnostic Monitor Progress Skill Monitor Progress General Emergent (Typically K-1) PA to decoding Alphabetic Principle (PA) Quick Phonemic Awareness (QPA) Weekly DIBELS PSF (Specific PA task – e.g., Rhyming Task, ) Every other week DIBELS PSF Beginning (Typically 1 st -2 nd ) Decoding ORFQPA, NWF, & WTW Weekly DIBELS NWF (Specific NWF - e.g., long vowel sounds) Every other week ORF

17. Screening/ BenchmarkDiagnostic Monitor Progress Skill Monitor Progress General Transitional (Typically 2 nd – 3 rd ) Decoding to Fluency ORF & MAP MAP, ORF, & Word Their Way (WTW) Weekly DIBELS NWF or DIBELS Instructional-level ORF Every other week ORF Intermediate (Typically 3 rd ) Fluency to Comprehension ORF & MAPMAP, ORF, & WTW Weekly DIBELS Instructional-level ORF Every other week ORF

18. Path to Reading Excellence in School Sites w www.cehd.umn.edu/reading/PRESS/default.html

19. MTSS and Problem-Solving Measurement Precision Measurement Frequency Problem-Analysis TIER I TIER I I TIER III

20. Problem Solving Tier I – Identify discrepancy between expectation and performance for class or individual (Is it a classwide problem?) Tier II – Identify discrepancy for individual. Identify category of problem. (What is the category of the problem?) Tier III – Identify discrepancy for individual. Identify causal variable. (What is the causal variable?)

21. Grade Level Team Meeting Is there a classwide problem? Who needs Tier 2? Did we miss anyone? What should we do for Tier 2? Should we go to Tier 3?

22. Developmental Activities  1 st grade – Phonemic awareness and phonics instruction  2 nd grade – Explicit phonics instruction, writing, and fluency  3 rd grade – Fluency and comprehension  4 th grade – Read to learn  Upper elementary & Middle School – Vocabulary and comprehension  High school – Comprehension and application

23. What is the Class Median? Median: the middle value in a list of numbers when the values are arranged from lowest to highest. Finding the class median: –Order student scores from the lowest to highest value. –The score in the middle of the list is the median. –If there is an even number of scores, take the average of the middle two scores. Minnesota Center for Reading Research

24. What is the Class Median? Winter Benchmark101 StudentGrade ORF WRCErrors B3186 A3218 E3466 N3496 K3508 R3763 P3866 C3871 G3893 Q3 2 F3921 U3942 J3962 M3971 H3981 O31050 D31100 S31123 I31192 L31222 T31411 Class Median 92 Winter Benchmark101 StudentGrade ORF WRCErrors A3218 B3186 C3871 D31100 E3466 F3921 G3893 H3981 I31192 J3962 K3508 L31222 M3971 N3496 O31050 P3866 Q3892 R3763 S31123 T31411 U3942 Class Median Minnesota Center for Reading Research MODEL

25. What is the Class Median? Spring Benchmark90 StudentGrade ORF WRCErrors F2 1820 E2 2110 B2 2250 K2 2640 Q2 3260 R2 3520 N2 4681 S2 5111 M2 5401 G2 6001 A2 6452 D2 6842 H2 7022 O2 33 T2 7114 P2 7504 C2 7705 J2 05 I2 8406 L2 8918 Class Median 621.5 Spring Benchmark90 StudentGrade ORF WRCErrors A2 645 B2 225 C2 770 D2 684 E2 211 F2 182 G2 600 H2 702 I2 840 J2 770 K2 264 L2 891 M2 540 N2 468 O2 703 P2 750 Q2 326 R2 352 S2 511 T2 711 Class Median Minnesota Center for Reading Research MODEL

26. GUIDE: 1.Find class median for WRC and errors on the “Second Grade Practice Data” worksheet

27. Minnesota Center for Reading Research Is there a problem?

28. Classwide Need and Instructional PLC What do highly effective teachers do? What will we as a TEAM do? How will we know if it works? What data can we collect (outcome)? For what will we look (process)? How will coach provide feedback? What will we do next? –What is the implementation plan (e.g., observe, first steps, etc.)? –Coaches role (what will be modeled/shared)? –Who else will help? –What process and outcomes will be reported at the next meeting?

29. National Reading Panel Google –National, reading, panel, and teachers Tim Shanahan Get PLCs using this

31. Partner Reading Partnerships Minnesota Center for Reading Research

32. Procedure Partner ReadingParagraph Shrinking 1.Stronger reader reads aloud for 5 minutes 2.The weaker reader reads aloud the SAME text for 5 minutes 3.Weaker readers sequence the major events of what has been read for 1 minute 1.For 5 minutes the stronger read continues reading new text in the story, stopping after each paragraph to summarize 2.For 5 minutes the weaker reader continues with the new text, stopping after each paragraph to summarize Minnesota Center for Reading Research

33. Timeline Collect Data: Pre-test (fluency and comprehension) Day 1: Train Students on Set Up Procedures and Partner Reading, Practice Reading for 10 minutes, Error Correction Day 2: Train Students on Paragraph Shrinking, Practice Reading for 10 minutes Day 3-10: Partner Reading, Paragraph Shrinking 15 minutes every day Collect Data: Post-test (fluency and comprehension) Minnesota Center for Reading Research

34. Partner Reading Talk only to your partner and only talk about Partner Reading Keep your voice low Help your partner Try your best! RULES Minnesota Center for Reading Research

36. Correction Procedures STOP. That word is______________ What word? ______________________ Good Job! Go back and read that line again. Minnesota Center for Reading Research

37. Point System Transitions Staying on task Following correct procedures 1 st Reader2 nd Reader MohamedJibril SallyKeisha FarhiyaJackie SamRoger Minnesota Center for Reading Research

38. What we found: 3 rd grade Partner Reading data Third Grade Third Grade Benchmark 91 Words Read Correctly (WRC) Pre Intervention Class Median (WRC) Post Intervention Class Median (WRC) Slope (WRC) Class 18110411.5 Class 28711514 Minnesota Center for Reading Research

39. WRCWRC after PALS Student 1 4892 Student 2 122142 Student 3 126147 Student 4 82113 Student 5 102117 Student 6 7797 Student 7 5170 Student 8 8495 Student 9 8082 Student 10 102127 Student 11 83106 Student 12 3847 Student 13 104115 Student 14 152161 Student 15 143158 Student 16 115125 Student 17 142160 Student 18 114127 Student 19 1340 Student 20 7592 Student 21 141136 Student 22 87105 Student 23 4947 Median87113

40. What we found: 3 rd grade Partner Reading data Students Below Benchmark Pre Intervention Students Below Benchmark Post Intervention Total Students in Class Third Grade Class 1 10520 Third Grade Class 2 13523 Minnesota Center for Reading Research

41. Growth from Winter to Spring Class-Wide Interventions 10 Classrooms K-3

42. Growth from Winter To Spring NO Class-Wide Interventions 11 Classrooms K-3

43. Class-wide Interventions Implemented in 10 of the 21 Classes Below Winter Benchmark: 9 of the 10 Above Spring Benchmark

44. NO Class-wide Intervention Implemented in 11 Classes Below Winter Benchmark 2 of the 11 Above Spring Benchmark

45. Minnesota Center for Reading Research

47. BURNS258@UMN.EDU