Transcript www.eup.k12.mi.us

SMARTI
S
Schoolwide Movement
to
Achieve RTI
Schoolwide Reading Day 2
EUPISD
Acknowledgements
Roland Good and Ed Kame’enui,
University of Oregon
Ruth Kaminski
Dynamic Measurement Group
Sharon Vaughn and Deb Simmons
University of Texas at Austin
Joseph Torgesen
Director Emeritus, Florida Center for Reading Research
Wendy Robinson and Sharon Kurns
Heartland AEA 11, Johnston, IA
Louisa Moats
Anita Archer
MiBLSi Staff and State Trainers:
Margie McGlinchey
Kim St. Martin
Pam Jones
Terri Metcalf
Anna Harms
Jim Weaver
John Vail
Gloria Johnson
Melissa Nantais
Setting Group Expectations
To make this day the best possible, we need your
assistance and participation
• Be Responsible
– Attend to the “Come back together” signal
– Active participation…Please ask questions
• Be Respectful
– Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
– Share “air time”
– Please refrain from email and Internet browsing
• Be Safe
– Take care of your own needs
When you see this, it means. .
.
This is an important idea!
Purpose
This training will provide support for
understanding the results of the
DIBELS & AIMSweb data and
incorporating this data into a
decision-making process,
understanding instructional
priorities and decision making,
strengthening the use of explicit
instruction, and understanding the
importance of reading in the
content areas.
Agenda
• Leadership Teams and Coaches
• Instructional Priorities
• Analyzing Universal Screening Data
Reports
• Explicit Instruction
• Reading in the Content Areas
• Communication Plan & Next Steps ~ TIC
By the end of the day, teams will…
http://www.youtube.com/watch?v=LQwUXEpt4xQ -
• Read various Universal Screening Data reports
and connect them to the big ideas in reading
• Understand the importance of identifying
instructional priorities at a building and teacher
level
• Describe variables to maximize instruction
• Identify components of explicit instruction in
lessons.
• Understand the importance of reading
instruction in the content areas.
• Create a plan to communicate information from
this training with the rest of the building staff
Gotta Keep Reading!!!
• http://www.youtube.com/watch?v=GNpNfh
pqDk4
Stages of Implementation
Focus
Should we
do it!
Stage
Description
Exploration/Ado Decision regarding commitment to
ption
adopting the program/practices and
supporting successful implementation.
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data
systems, conduct audit, develop plan.
Initial
Implementation
Try out the practices, work out details,
learn and improve before expanding to
other contexts.
Elaboration
Expand the program/practices to other
locations, individuals, times- adjust from
learning in initial implementation.
Continuous
Improvement/R
egeneration
Make it easier, more efficient. Embed
within current practices.
Work to do
it right!
Work to do
it better!
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Differentiating your own learning with
the “Three Tracks” during “Team Time”
Acquisition:
Think about
how you plan to
accomplish the
work.
Continuous
Improvement:
Think about
how to make it
easy, better,
more effective.
Sustainability:
Think about
how to continue
the practice
and ensure
sustainability.
Keep in mind:
This year, we are developing
systems so that we are ready to
start the 2013-2014 school year to
implement with fidelity.
11
What Is Coaching In An
MTSS/RtI Framework?
• The goal of coaching is to:
– Develop strong, high
functioning teams
– Build capacity through
delegation and ongoing
coaching at all levels of
school and district
leadership
(Glaser & Toscano, 2008; Wise & Jacobo, 2010)
Coaching Defined:
“Goal is to give skills away”
• Coaching is the active and iterative
process of:
– (a)prompts that increase successful behavior,
and
– (b)corrections that decrease unsuccessful
behavior.
– Coaching is done by someone withcredibility
andexperience with the target skill(s)
– Coaching is doneon-site, and in real time
– Coaching is done afterinitial training
– Coaching is donerepeatedly (e.g. monthly)
– Coaching intensity isadjusted to need
Coaching Purpose
• Enhance the implementation fidelity
of Multi-Tiered Systems of Supports
(MTSS)
• Establish capacity for efficient and
sustainable implementation of
MTSS/Rti
• Impact student outcomes in
meaningful ways
14
Coaching Purpose
• Team start-up support
• Team sustainability/accountability
– Technical assistance/problem solving
– Positive reinforcement
– Prompts (“positive nags”)
•
•
•
•
•
Public relations/communications
Support network across schools
Link among leadership, trainers, & teams
Local facilitation
Increased capacity
What Are Traits Of A Building
Leadership Coach?
• A Building Leadership Coach must
demonstrate the following personal
skills:
– Strong interpersonal and
intrapersonal skills
– A forthright, reliable, and selfassured personality
– A dedication to the continued
development of trusting
relationships
– A commitment to lifelong learning
and continuing personal and
professional development
What Are Traits Of A Building
Leadership Coach?
A Building Leadership Coach must
demonstrate knowledge and ability to:
– Recognize and honor the unique culture
and context of the district and district
schools
– Demonstrate proficiency in coaching teams
through data interpretation and analysis
– Guide goal setting and action planning
Guiding Principles for Effective Coaching
• Build local capacity
– Become irrelevant…but remain
available
• Maximize current competence
– Never change things that are working
– Always make the smallest change that
will have the biggest impact
• Focus on valued outcomes
– Tie all efforts to the benefits for children
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Partner Processing
Read through the following statement, discuss your
thoughts with your partner.
School-wide Reading Support is a decision-making
framework that guides selection, integration and
implementation of the best evidence-based academic
practices for improving reading outcomes for all
students. School-wide Reading Support is not a
curriculum, intervention or practice, but instead is a
collaboration between district and school staff in
designing reading support systems at each tier of an
MTSS system.
Key Features of MTSS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Focus on successful outcomes for all learners
Universal screening
A core curriculum is provided for all learners
Data-based decision making and problem solving
Continuous progress monitoring
Continuum of evidence-based interventions
A modification of this core is arranged for learners
who are identified as non-responsive
A specialized and intensive curriculum for learners
with intensive needs
Focus on fidelity of implementation and outcomes
focused
(Sugai, 2008)
Designing School-Wide Support Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Strategic Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
5-10%
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
1-5%
5-10%
80-90%
Strategic Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All settings, all students
•Preventive, proactive
Components of a School-wide
Reading System
1. Goals/Objectives/Priorities of a School-wide
Reading System
2. Instructional Programs and Materials
3. Instructional Time
4. Assessment
5. Differentiated Instruction/Grouping
6. Administration/Organization/Communication
7. Support for SW Reading through Professional
Development
Gotta Keep Reading!!!
SMARTI
• http://www.youtube.com/watch?v=GNpNfh
Schoolwide Reading Day 2
pqDk4
Establishing Instructional
Priorities
Designing School-Wide Support Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Strategic Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
1-5%
5-10%
80-90%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
○○
80-90%
Strategic Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All settings, all students
•Preventive, proactive
Components of a School-wide
Reading System
1. Goals/Objectives/Priorities of a School-wide
Reading System
2. Instructional Programs and Materials
3. Instructional Time
4. Assessment
5. Differentiated Instruction/Grouping
6. Administration/Organization/Communication
7. Support for SW Reading through Professional
Development
What is Tier 1 Instruction?
“…an instructional program…with
balanced, explicit, and systematic
reading instruction that fosters both
code-based and text-based strategies
for word identification and
comprehension”
(Vellutino, Scanlon, Small, Fanuele, & Sweeney; 2007)
DIBELS Assess the Basic Early
Literacy Skills
®
Measure
Basic Early Literacy Skill
FSF
First Sound Fluency
Phonemic Awareness
LNF
Letter Naming Fluency
None
PSF
Phoneme
Segmentation Fluency
Phonemic Awareness
NWF
Nonsense Word
Fluency
Alphabetic Principle and Basic Phonics
DIBELS Oral Reading
DORF Fluency
(includes Retell)
Advanced Phonics and Word Attack Skills
Accurate and Fluent Reading of
Connected Text
Reading Comprehension
Daze
Reading Comprehension
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Daze
End
of Year
Goals
Middle
of Year
Benchmark
Goals
Basic
Early
Literacy
Skills
Timeline
Beginning
ofBenchmark
Year
Benchmark
Goals
*Word Use Fluency—Revised (WUF-R) is available as an experimental measure from http://dibels.org/.
29
DIBELS Grouping wksh
Five Big Ideas Identified by the
National Reading Panel (NRP)
•
•
•
•
•
Phonemic Awareness
Alphabetic Principle
Fluency
Vocabulary
Comprehension
Active Engagement
Pick one Big Idea to focus on.
Write down 1-2 key points to share with your
team
Goals Aligned With “Big
Ideas” in Beginning Reading
1.
2.
3.
4.
5.
Phonemic Awareness: The ability to hear and manipulate
sound in words.
Alphabetic Principle: The ability to associate sounds with
letters and use these sounds to read words.
Accuracy and Fluency with Connected Text: The effortless,
automatic ability to read words in isolation (orthographic
coding) and connected text.
Vocabulary Development: The ability to understand
(receptive) and use (expressive) words to acquire and convey
meaning.
Comprehension: The complex cognitive process involving the
intentional interaction between reader and text to extract
meaning.
What the Research Says About
Phonological Awareness (PA)
• Phonological awareness is necessary but not
sufficient for reading acquisition.
• Phonological awareness is teachable and
promoted by attention to instructional variables.
(Smith, Simmons, & Kame'enui, 1998)
“Reading and phonemic awareness are mutually
reinforcing: Phonemic awareness is necessary
for reading, and reading, in turn, improves
phonemic awareness still further.” (Shaywitz, 2003,
pg. 55)
Simmons, Harn, &
Kame'enui © 2003
33
Phonological Awareness
Sequence of Instruction Continuum
Concept of Word—comparison and segmentation
Rhyme—recognition and production
Syllable—blending, segmentation, deletion
Onset/Rime—blending, segmentation
Phoneme—matching, blending, segmentation, deletion, and
manipulation
What the Research Says About
Alphabetic Principle
• Letter-sound knowledge is prerequisite to effective word
identification. A primary difference between good and poor readers
is the ability to use letter-sound correspondences to identify words.
(Juel, 1991)
• Difficulties in decoding and word recognition are at the core of most
reading difficulties. (Lyon, 1997)
• Students who acquire and apply the alphabetic principle early in
their reading careers reap long-term benefits. (Stanovich,1986)
• Because our language is alphabetic, decoding is an essential and
primary means of recognizing words. There are simply too many
words in the English language to rely on memorization as a primary
word identification strategy. (Bay Area Reading Task Force, 1996)
• Teaching students to phonologically recode words is a difficult,
demanding, yet achievable goal with long-lasting effects. (Liberman
Harn,
Simmons, & Kame'enui
& Liberman,
1990)
35
© 2003
What is Accuracy & Fluency with
Connected Text Reading?
• The ability to translate letters-to-sounds-towords fluently, effortlessly.
• LaBerge and Samuels (1974) described
the fluent
reader as "one whose decoding processes are
automatic, requiring no conscious attention"
(e.g., Juel, 1991). Such capacity then enables
readers to allocate their attention to the
comprehension and meaning of the text.
Simmons, Harn, & Kame'enui
© 2003
36
What the Research Says About
Fluency
• Successful readers...
– rely primarily on the letters in the word rather than
context or pictures to identify familiar and
unfamiliar words.
– process virtually every word they read.
– use letter-sound correspondences to identify
words.
– have a reliable strategy for decoding words.
– read words numerous times to build instant
recognition.
– Read with sufficient accuracy and fluency to
support comprehension (CCSS)
Simmons, Harn, & Kame'enui
© 2003
37
What the Research Says About
Vocabulary
What we know from research:
• Children enter school with meaningful differences in
vocabulary knowledge as a result of differences in
experiences and exposure to literacy and language
activities. (Hart & Risley, 1995)
• The vocabulary gap grows larger in the early grades.
Children who enter with limited vocabulary knowledge
become more discrepant over time from their peers
who have rich vocabulary knowledge. (Biemiller & Slonim,
2001)
Coyne, Kame'enui, & Chard ©
2003
38
What the Research Says About
Vocabulary
Effective vocabulary instruction:
Promotes wide independent reading
The best way to foster vocabulary growth is
to promote wide reading
“Research has shown that children who read even
ten minutes a day outside of school experience
substantially higher rates of vocabulary growth
between second and fifth grade than children who
do little or no reading.” (Anderson & Nagy, 1992, p. 46)
Coyne, Kame'enui, & Chard ©
2003
39
What the Research Says About
Vocabulary
• A student in the 20th
percentile reads books
______
.7 minutes a day.
• This adds up to
21,000
_________words
read
per year.
• A student in the 80th
percentile reads books
14.2 minutes a day.
______
• This adds up to
1,146,000 words read
__________
per year.
Coyne, Kame'enui, & Chard ©
2003
40
What is Comprehension?
Comprehension is the
essence of reading
• Comprehension is the complex cognitive
process involving the intentional interaction
between reader and text to extract or construct
meaning.
(National Reading Panel, 2000)
Reading comprehension is not an
automatic or passive process, but is highly
purposeful and interactive – good readers
apply a variety of strategies to process text.
(Honig, Diamond, & Gutlohn, 2000)
(Coyne, Kame'enui, & Chard © 2003)
What the Research Says About
Comprehension
Effective comprehension instruction:
• Teaches students explicit comprehension strategies
that can be applied before, during, and after reading
both narrative and expository text
For example, the National Reading Panel (2000)
concluded that the following strategies have a firm
scientific basis for improving text comprehension.
•
•
•
•
Priming prior knowledge / previewing / predicting
Identifying the main idea / summarizing
Using text structure / using graphic organizers
Answering and generating questions
Coyne, Kame'enui, & Chard ©
2003
42
Changing Emphasis of Big Ideas
K
1
2
3-6
Phonological
Awareness
Alphabetic
Principle
Automaticity and
Fluency with the
Code
Vocabulary
Comprehension
Simmons, Kame'enui,
Harn, & Coyne © 2003
Letter Sounds &
Combinations
Multisyllables
Listening
Reading
Listening
Reading
43
Partner Processing
With your partner review each essential
component of reading instruction.
– Why is the component important?
– What does research say about that component?
– Think about how your staff use the Big Ideas
that we just reviewed.
– Is there one or more Big Idea that your staff
needs to review?
– If so, when and how will it be reviewed?
How do the Big Ideas and
CCSS fit together?
Idea
CCSS Strands
Phonemic Awareness
Foundational Skills – Phonological
Awareness, RF.K-1.1
Phonics
Foundational Skills –
Phonics and Word Recognition,
RF.K-5.3
Fluency
Foundational Skills –
Fluency, RF.K-5.4
Vocabulary
Language – Vocabulary Acquisition
and Use, L.K-5.4-6
Comprehension
Reading (Literature and
Informational)
RL.K-5.1-10 & RI.K-5.1-10
How do these two fit together?
Idea
CCSS Strands
Word Study (Advanced Phonics)
Reading Foundational Skills –
Phonics and Word Recognition,
RF.K-5.3
Fluency (to promote
comprehension)
Reading Foundational Skills –
Fluency
RF.K-5.4
Vocabulary
Language –
Vocabulary Acquisition and Use
L.K-5.4-6
Comprehension
ReadingLiterature and Informational
RL.K-5.1-10 & RI.K-5.1-10
Motivation & Engagement
All aspects of the CCSS
The Common Core State
Standards
• These are end of the year outcomes and
leave out many skills that must be
taught/attained in order for students to
achieve the end of year outcome
A Guiding Document
(Kosanovich, & Verhagen, 2012)
Additional Guiding Documents:
Curriculum Maps
How to Read Curriculum Maps
“Big Idea”
Months
X Instructional
Emphasis
Skill
Outcomes
Measurable DIBELS
Benchmark
Team Time
• Review the skills/outcomes listed on the
Curriculum Maps & Building the
Foundation
– Think of the core program that is being used at
your building
– How can these tools be used to assist your
grade level teams in ensuring the lessons being
taught from the core program are aligned with
the CCSS as well as the skills/outcomes and
high priority skills that are emphasized within
the curriculum maps?
Can students be “inoculated”
early-on from literacy
challenges?
Why not “inoculation?”
• Instilling basic literacy skills is necessary
• The gap between good readers and
struggling readers only widens
• Teaching students early literacy skills
prepares them to master more complex
tasks that occur in grades 4-12
• BUT: Adolescents need continuous
support and instruction in literacy as the
reading and higher level thinking
demands increase
Adolescent Literacy:
Changing Emphasis
Adolescent Literacy Distinctions
• Adolescent (secondary) Literacy (4th-12th grade)
– Emphasis is on “academic literacy” defined
as: “the kind of reading skills students need to
be successful in most content area
classrooms”
– Common Core Standards acknowledges the
shared responsibility across all teachers for
developing literacy skills
– Why as early as 4th grade?
• Instructional needs are most similar to students in
middle and high school
• “Fourth Grade Slump”
Adolescent Literacy Distinctions
• Instructional recommendations for older
readers differ slightly from the
recommendations for younger readers
• Five general areas:
– Word study
– Fluency
– Vocabulary
Active Engagement
– Comprehension
Pick one Instructional Area to focus on.
– Motivation
Write down 1-2 key points to share with your
team
Essential Components of
Reading for Adolescents
ALL struggling students need direct and explicit
instruction in:
Vocabulary
Comprehension
Motivation and Engagement
SOME struggling students need direct and explicit
instruction in:
Advanced Word Study
Fluency (to promote comprehension)
(Murray, et al., 2010)
Why is Effective Vocabulary
Instruction Important for All
Students?
• Older students encounter increasingly
difficult and unfamiliar vocabulary in
texts, especially content-area texts.
• Students who do not know the meaning
of the words they encounter often do
not comprehend the text.
(Murray, et al., 2010)
Vocabulary Instruction…
“is the teaching of specific word meanings
and the teaching of strategies to obtain
word meanings independently.”
“will lead to an extensive knowledge of
and interest in words, known as word
consciousness.”
(Murray, et al., 2010)
Finding Time for Instruction
• Spend a few minutes on explicit
vocabulary instruction each time
reading is part of a lesson.
• Making students more independent
vocabulary learners will increase time
for content-area instruction. (Baumann et al., 2002;
Baumann et al., 2003)
(Murray, et al., 2010)
Comprehension is…
• The ability to construct meaning and
learn from text using a variety of applied
strategies.
• The ultimate purpose of reading.
.
(Murray, et al., 2008)
Why is Effective Comprehension
Instruction Important for All Students?
• Many adolescent students have a difficult time
comprehending content-area textbooks.
• Many students are passive readers.
• Comprehension strategy instruction promotes
active participation in the comprehension
process, thus improving students’ ability to
monitor their understanding while reading.
(Murray, et al., 2010)
Additional Research on
Comprehension Instruction
• Recommendation: Teachers should
provide adolescents with direct and
explicit instruction in comprehension
strategies
• According to the IES Practice Guide,
strong evidence exists to support this
recommendation (Kamil et al., 2008)
(Murray, et al., 2010)
Why is Motivation Important for All
Students?
“Adolescent struggling readers often lack
motivation to read. This impairs their
comprehension and limits their ability to
develop effective reading strategies or to
learn from what they read, thus limiting
their exposure to important content-area
information, world knowledge, and
vocabulary.”
(Boardman, 2008; p. 27)
Motivation
• Makes reading enjoyable;
• Increases strategy use; and
• Supports comprehension.
(Guthrie & Wigfield, 2000)
Instructional Practices Associated
with Improved Motivation
(Guthrie & Humenick, 2004)
• Providing content goals for reading;
• Supporting student autonomy;
• Providing interesting texts;
• Increasing social interactions among students
related to reading;
(Broadman, 2008)
Why is Effective Word Study
Instruction Important for Some
Students?
• Some students have not reached the
level of word-reading ability typical for
their grade (Daane et al., 2005).
• Poor word-reading ability can
consequently affect fluency rates and
overall comprehension of text.
(Murray, et al., 2010)
Word Study
“Instructional practices that focus on reading at
the word level are called word study” (Boardman et
al., 2008)
“Research indicates that older students in need
can benefit from word study instruction” (Edmonds
et al., 2009; Scammacca et al., 2007)
“Poor word-reading ability can consequently
affect fluency rates and overall
comprehension of text.”
(Murray, et al., 2010)
Instructional Practices Associated
with Word Reading
• Teach students to identify and break words into
syllable types.
• Teach students when and how to read
multisyllabic words by blending the parts
together.
• Teach students to recognize irregular words that
do not follow predictable patterns.
(Boardman et al., 2008))
Instructional Practices Associated
with Word Reading (con’t)
• Teach students the meanings of common
prefixes, suffixes, inflectional endings, and roots.
Instruction should include ways in which words
relate to each other.
• Teach students how to break words into word
parts and to combine word parts to create words
based on their roots, bases, or other features.
• Teach students how and when structural
analysis to decode unknown words.
(Boardman et al., 2008))
Why is Fluency Instruction Important
for Some Students?
• Word study and comprehension are
related to fluency. (Shinn & Good, 1992)
• Fluency does not “cause”
comprehension, but is one necessary
component of successful reading. (Rasinski et
al., 2005)
(Murray, et al., 2008)
Fluency
“The ability to read text with speed, accuracy, and
prosody (expression).” (Murray et al., 2010)
“Many adolescent struggling readers do not read
fluently, even when they decode words accurately.
While the ability to read automatically and
accurately is instrumental in understanding text,
most secondary level reading programs do not
include instruction in fluency.” (Boardman et al., 2008)
Fluency: Differing Instructional
Needs
Adolescents whose oral reading rate on gradelevel text is:
• Below 70 wcpm* need more practice with
word recognition in addition to fluency
practice;
• Between 70 and 120 wcpm* may benefit
from regular fluency instruction; and
• Greater than 120 wcpm* may benefit more
from increased vocabulary and
comprehension instruction rather than
increased fluency instruction.
* Ranges are approximations.
Team Time
Time to Share
• Each person will share the key points
recorded for his/her Instructional Area.
• Think about how your staff address these
Instructional Areas that we just reviewed.
• Is there one or more Area that your staff
needs to review?
• If so, when and how will it be reviewed?
Gotta Keep Reading!!!
SMARTI
• http://www.youtube.com/watch?v=GNpNfh
Schoolwide Reading Day 2
pqDk4
Analyzing Universal Screening
Data Reports
Reading Assessment For Different
Purposes
An effective, comprehensive reading program
includes reading assessments for four purposes:
• Screening – Designed as a first step in identifying
children who may be at risk for delayed
development of academic failure and in need of
further diagnosis of their need for special services or
additional reading instruction.
• Diagnostic -- helps teachers plan instruction by
providing in-depth information about students’ skills
and instructional needs.
Reading Assessment for
Different Purposes
An effective, comprehensive reading
program includes reading assessments for
four purposes:
• Progress monitoring – Determines through frequent
measurement if students are making adequate
progress or need more intervention to achieve
grade-level reading outcomes
• Outcome – Provides a bottom-line evaluation of the
effectiveness of the reading program in relation to
established performance levels.
4 Types of Assessments
TYPE
USE
PURPOSE
Universal Screening
(Formative)
identify children who need more
intense assessment to determine
the potential for intervention.
“First Alert”
Progress Monitoring
(Formative)
use information to determine
student progress and to plan
differentiated instruction.
“Growth Charts”
Diagnostic
(Formative)
use information to plan instruction, “In-depth View”
including intensive intervention
strategies.
Outcome
(Summative)
Evaluate student performance
after instruction is completed.
“Reaching our goals”
Outcomes-Driven Model
ODM Step
Question(s)
Data
1. Identify
Need
Are there students who may need support?
How many? Which students?
Benchmark data: Histograms,
Box Plots, Class List Report
2. Validate
Need
Are we confident that the identified
students need support?
Benchmark data and additional
information: Repeat assessment,
use additional data, knowledge
of/information about student
3. Plan
Support
What level of support for which students?
How to group students? What goals,
specific skills, curriculum/program,
instructional strategies?
Benchmark data and additional
information: Individual student
booklets, additional diagnostic
information, knowledge
of/information about student
4. Evaluate
Support
Is the support effective for individual
students?
Progress Monitoring data:
Individual student progress
graphs, class progress graphs
5. Review
Outcomes
As a school/district: How effective is our
core (benchmark) support? How effective
is our supplemental (strategic) support?
How effective is our intervention (intensive)
support?
Benchmark data: Histograms,
Cross-Year Box Plots, Summary
of Effectiveness Reports
© 2006, Dynamic Measurement Group
79
Outcomes-Driven Model
Identify Need
for Support
Benchmark Assessment
Validate Need
for Support
Plan Support
Evaluate
Effectiveness
of Support
Implement
Support
Progress Monitoring
Benchmark Assessment
Review
Outcomes
© 2006, Dynamic
Measurement Group
80
What decisions will be made with the data?
Who will make those decisions?
How often and when will data be needed for
decision making?
The Power of
a Data System
• Simplicity and utility of visual displays of
data
• Data can be quickly examined from the
individual child level up through the
building or district level
Understanding Data Reports
The leadership team will need to know
how to read and analyze some common
types of graphs
Understanding Data Reports
• SMARTI Schools are using a variety of
data systems for managing their
screening data:
– DIBELS Next
– AIMSweb
– (DIBELS Sixth Edition)
• Regardless of your data system, the
leadership team will need to know how to
read and analyze some common types
of graphs
DIBELS
Benchmarks
AIMSweb Cut
Scores & Targets
• Research-based
• Norm-referenced
• Predictive of future
reading performance
• In relation to userdefined comparison
group (i.e., school,
district, National
Aggregate Norms)
• Minimum
performance level for
ALL students
So many reports, so little time!
Schoolwide Screening
Data
What Decisions?
What Decisions?
How are students doing at
a given grade level? How
many are at Benchmark?
How wide is the spread of
skills? Which students have
similar needs? How
intensive is the need?
Who?
School Improvement Team
and Grade level teachers.
How often?
Three times per year
How are students doing at a given
grade level? What number and percent
of students are at various levels of risk?
How intensive is our instructional
need?
How have our levels of risk changed
from fall to winter, or winter to spring?
What movement between tiers
accounts for this change? Can the
change in current status be attributed
to change of performance of at risk,
some risk, or low risk students?
Who?
School Improvement Team
Grade Level and Classroom Teachers.
How often? Three times per year
Schoolwide Data
• Helps the answer the question “Are we
getting ALL students to the right place at
the right time?”
– Histogram
– Tier Transition Report
Phonemic Segmentation
Fall First Grade
3 students scored
15 – 19 correct phonemes
on the PSF
13 students scored
45–49 correct phonemes
on the PSF
Phoneme Segmentation
Fall First Grade
24 + 6 = 30
9 students scored 37-39
6 students scored
35-36.
Two shades?
th
6
Grade Tier Transition Report
18 + 14 = 32
Number of
students at
each risk level
Total
Students
tested
Tier Transition Report
Percent of
students at
various
levels of risk
in fall, winter,
and spring
Number and
percent
Movement
between tiers
from fall to
winter, or winter
to spring. Who
went where?
Box Plots
What Decisions?
What Decisions?
Have we increased the What is the range of skill level
percent of students at
across the grade and over
benchmark since the
time? In comparison to
previous assessment
others tested, how is this
period? What is the range student performing? Is this
of skill level across the
student making catch up
grade and over time?
growth (closing the gap)?
Who?
Who?
School Improvement
Grade level teachers
Team and Grade level
How often?
teachers.
Three times per year
How often?
Three times per year
Box Plot
(with whiskers)
DIBELS Next
95th %ile
80th percentile (20% of
the students scored
above this score.)
Target Zone
Median Score
50th percentile
(The score of
the middle
student.)
5th %ile
20th percentile (20% of
the students scored
below this score)
Box & Whiskers Graphs (Box Plots)
AIMSweb commonly uses box plots to report data.
This chart will help to understand box plot graphs:
Consider bell-curve. Box plots are somewhat
similar in shape and representation.
outlier
Above Average
Range
90th percentile
75th percentile
Average range
of population
included in
sample.
Median (50th percentile)
Below Average
Range
10th percentile
25th percentile
Example: AIMSweb Box Plot
KEY
10
___%of
students
scored above 126
25
___%
of students
scored above 102
KEY
50
___%
of students
scored above 80
126
102
___%
50 of students
scored below 80
80
25 of students
___%
scored below 31
10 of students
___%
scored below 15
31
15
Reading Improvement Report
If you remember nothing else
about box plots
• The box plot shows you at a glance the
range of student performance and their
progress over time.
Class Lists and Rainbow Reports
What Decisions?
What will be the specific
instructional priorities for
each student in the class?
How will students be
grouped for differentiation?
How intensive? What will
the 90 minute block
include?
Who?
Grade Level Team and
Individual Classroom
Teacher
How often?
Three times per year
What Decisions?
How are students doing at a
given grade level? How many
are Low Risk? How wide is the
spread of skills? Which
students have similar needs?
How intensive is the need?
Who?
School Improvement Team and
Grade Level teachers.
How often?
Three times per year
Analysis of Class List Reports
DIBELS Next
• Class list reports provide the following
information for each student:
– Raw scores
– Composite Score
– Percentiles
– Need for Support (NFS)
Class List Report
Analysis of Rainbow Report
AIMSweb
• Rainbow Reports provide the following
information for each student:
– Raw scores
– Performance Summary
– Potential Instructional Action
Scores and Percentiles
Rainbow Report
Correct Words/Minute and Errors/Minute
Student Names
Percent Accuracy
Level of Risk
Instructional
Action
Target Score
50th Percentile
Low Risk
>25th Percentile
Some Risk
11th – 25th Percentile
At Risk
≤10th Percentile
Points to Ponder
• All students with similar instructional
recommendations do not necessarily
need the same instruction, just the same
level of intensity.
• Class Lists/Rainbow Reports provide
information about individual students in
planning the 90 minute reading block
and for differentiation within that block.
Team Time
•
Look at your data and answer the
following questions:
–
–
–
•
What percentage of students scored at each
level? – Histogram or Tier Transition Report
Are the majority of your students above or
below the Target Line or Target Zone? – Box
Plot
Which students are “borderline”? – Class List
or Rainbow Report
As a team make a plan for sharing this
information with your school staff.
Progress Monitoring Report
Albert Einstein
Gotta Keep Reading!!!
SMARTI
• http://www.youtube.com/watch?v=GNpNfh
Schoolwide Reading Day 2
pqDk4
Maximizing Classroom Instruction
This section will focus on
•
•
•
•
Belief
Characteristics of Diverse Learners
Teacher Factors
Time
The Importance of
BELIEF
There is a documented difference in
student learning between schools where
administration and staff actually believed
and expected that all kids would learn at
high levels and where the adults believed
that much student learning was outside of
the school’s control.
Team Time
• Read the document entitled, “All Kids Can
Learn…”
• Identify the phrase that best describes what
you perceive your school ascribes to and
has put into practice.
But what about those kids
who…?
Understanding At-risk Learners
A central problem in reading instruction
arises, not from the absolute level of
children’s preparation for learning to
read, but from the diversity in their
levels of preparation
(Olson, 1998)
Characteristics of At-Risk Learners
Effective instructional strategies for diverse
(at-risk) learners must be constructed with
relevant learner characteristics in mind.
1.
2.
3.
4.
Retaining information
Strategy knowledge and use
Vocabulary knowledge
Language coding
Effective Teaching Strategies that Accommodate Diverse Learners – Third Edition”
Kame’enui, Carnine, Dixon, Simmons, & Coyne, 2007
Characteristics of At-Risk Learners
• Retaining information: Memory problems
particularly related to verbal tasks
• Strategy knowledge and use: At-risk learners
use similar strategies as average students but
differ in how efficiently they use them
• Vocabulary knowledge: Gap continues to widen
and the need for explicit instruction in
vocabulary is necessary
• Language coding: poor readers use semantics
to read an unknown word. Good readers make
sense of word structure to read unknown words
All Kids Can Learn…
“In today’s Information Age society, however, … it is the
purpose of schools to bring all students to their full
potential and to a level of education that was once
reserved for the very few… Only the fourth school …
offers a viable, modern-day response to students who
are not learning.” Richard DuFour and Robert Eaker (1998)
“Professional Learning Communities at Work”, p. 61
Research indicates that all kids can learn at high levels …
but only if we are using systematic and explicit instructional
techniques.
Teachers Make a Difference
• “The impact of decisions made by individual
teachers is far greater than the impact of
decisions made at the school level.”
• “More can be done to improve education by
improving the effectiveness of teachers than by
any other single factor.”
Robert Marzano
The Impact of Teacher Effectiveness
Percentile Ranking
Percentile Ranking
after two years of instruction
Average
School/Average
Teacher
50th
50th
Highly Ineffective
School/ Highly
Ineffective Teacher
50th
3rd
Highly Effective
School/Highly
Ineffective Teacher
50th
37th
Highly Ineffective
School/ Highly
Effective Teacher
50th
63rd
Highly Effective
School/Highly
Effective Teacher
50th
96th
Highly Effective
School/Average
Teacher
50th
78th
Robert Marzano, Classroom Instruction that Works
Dispelling the Myth: Is
Teaching: An art or a
science?
“…but education, despite
efforts to make it so, is not
essentially mysterious.”
William Bennett
Teaching: An art or a science?
• The most effective teachers use their
time very well and monitor the
engagement and progress of each of
their students.
• BIG IDEA!! – The entire purpose of time
management and student engagement is to
increase their opportunities to respond and to
receive instructional feedback.
2nd Grade Vocabulary Instruction
Active Engagement
The Importance of Time
Putting 10 pounds of potatoes in a
5 pound sack.
Use of Time
An Example from the World of Literacy
• Research Finding:
– Maximizing students’ “reading engaged time”
is the biggest single indicator of reading
achievement.
“Miles on the Page”
Prioritized and Protected Time
Instructional Time in Reading should be:
• A School-wide Priority
• Protected from Interruption
• Optimized
Optimize Academic Learning Time
• Available Time
Amount of time available for school activities
About 6 hours
• Allocated Time
Amount of time allotted for academic instruction
About 4 hours or 70% of a 6 hour day
If increased, slight impact on achievement
Optimize Academic Learning Time
•
Engaged Time
Amount of time actively engaged in learning task
About half of allocated time or 2 hours
If increased, moderate impact on achievement
• Academic Learning Time
Amount of time
Students are successfully engaged
In academic tasks
About 50 minutes per day!
If increased, strong impact on achievement
Think-Pair-Share
Brainstorm and list ways to optimize
instructional time
Optimize Academic Learning Time
Explicit Instruction is designed to increase Academic Learning Time.
Some ways to optimize instructional time include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Increase allocated time and time spent teaching critical
content
Ensure an appropriate match between what is being taught
and instructional needs
Start lessons on time
Teach in groups as much as possible
Be prepared
Avoid digressions
Maintain a perky pace
Decrease transition time
Use instructional routines
The Challenge
Allocating Time
A school-wide plan allocates sufficient reading time and
coordinates resources for all students
Reading time prioritized and protected from
interruption
– Provides a clear and consistent message that reading improvement
is important and a school-wide priority
– Maximizes the likelihood that students will receive uninterrupted
(and therefore engaged) reading time
– Ensures that all students get sufficient time scheduled for reading
instruction
– Ensures that time for reading instruction is consistent for students
across classrooms
– Increases the ability to use and coordinate resources and staff
Team Time
Team time discussion
What constitutes an interruption at your
school?
How often is reading instruction
interrupted?
How can interruptions be minimized?
Team Time
School-wide Reading Schedule
Review your school-wide schedule for reading
instruction and discuss the following questions:
1)
How is the current schedule decided upon?
1)
Are all grade levels teaching reading at the
same time?
3)
Is intervention support scheduled outside of the
90 minute block?
3)
Are intervention support staff able to provide
ample support to all grade levels within the
current schedule?
Classroom Schedules
Sample Time Allocations – Grade 2
Program
Time Allocation
Minimum
Core Program
90 minute, five days per week
for all students
Supplemental fluency program
+15 minutes, three days per
week for all students
Intervention phonics program 1
+30 minutes, three days per
week for students needing some
extra support
Intervention phonics program 2
+30 minutes, five days per week
for students needing intensive
support
Team Time
Classroom Reading Block Schedules
Review the 90 Minute Block sample template
discuss the following questions:
1) How does each grade level in your building
schedule their reading block time?
1) Is small group instruction happening in
your building on a regular basis?
3) What supports might the grade levels in
your building need in order to optimize the
academic learning time during the 90
minute block?
Gotta Keep Reading!!!
SMARTI
• http://www.youtube.com/watch?v=GNpNfh
Schoolwide Reading Day 2
pqDk4
Explicit Instruction
Programs are only as good as the
level of implementation
To optimize program effectiveness:
• Implement the program everyday with fidelity
(i.e., the way it was written)
• Deliver the instruction clearly, consistently, and explicitly
(e.g., model skills and strategies)
• Provide scaffolded support to students
(e.g., give extra support to students who need it)
• Provide opportunities for practice with corrective feedback
(e.g., maximize engagement and individualize
feedback)
Explicit Instruction is…
• Systematic
• Relentless
• Engaging
• Successful
Archer (2010)
Explicit Instruction is
systematic.
• Instruction focuses on critical content.
• Skills, strategies, and concepts are
sequenced logically.
• Complex skills and strategies are broken
down into smaller (easy to obtain)
instruction units.
Archer (2010)
Explicit Instruction is
systematic.
• Lessons are organized and focused.
• Lessons include an:
– Opening (attention, review, preview)
– Body, and
– Closing (review, preview)
• Instructional routines are used.
Archer (2010)
Explicit Instruction is
systematic.
• Explicit Instruction of Skills/Strategies:
Model
Prompt
Check
I do it.
My turn.
We do it.Let’s do it together.
You do it.
Your turn.
Archer (2010)
Demonstrate Explicit
Steps & Strategies
• Model all steps or strategies necessary to
complete the task successfully
– Factors that affect student learning:
• Teacher wording (need to be concise)
• Showing before asking
• Providing feedback
(Harn, Simmons, & Kame'enui © 2003)
Explicit Instruction is relentless.
• Adequate initial practice opportunities.
• Distributed practice.
• Cumulative review.
• Teach to mastery.
Archer (2010)
Provide Multiple Opportunities
to Practice
• Opportunities to practice a skill is a
powerful predictor of student learning (Howell
& Nolet, 2001).
– Provides timely feedback of student
understanding so corrective feedback can be
provided, if necessary.
– Methods to increase opportunities to practice
include: choral responding, small group
instruction, providing individual turns.
Harn, Simmons, & Kame'enui
© 2003
150
Structure Ample Review and
Opportunities for Learning
• Provide students opportunities to review
previously learned skills.
– The practice needs to be sufficient, distributed
across time, and cumulative.
– Review skills most recently taught most often
• Review activities can be very brief (2
minutes) and done a couple of times
throughout a lesson using the same
approach used in initial instruction.
Harn, Simmons, & Kame'enui
© 2003
151
Explicit Instruction is engaging.
• Frequent response are elicited.
• Student performance is carefully
monitored.
• Immediate affirmative and corrective
feedback is provided.
• The lesson is delivered at a brisk pace.
Archer (2010)
Explicit Instruction
is successful!
Let us remember:
How well we teach = how well they learn
Archer (2010)
Team Time
As you view this video, note
any good practices that
Dr. Archer used when
introducing the
pronunciation of the multisyllabic words.
Anita Archer Video Clips
• 6th Grade Multi-Syllabic Passage Words
• 1st Grade Decoding
Gotta Keep Reading!!!
SMARTI
• http://www.youtube.com/watch?v=GNpNfh
Schoolwide Reading Day 2
pqDk4
Reading in the Content Areas
Why Reading in the
Content Areas?
•
•
•
•
•
•
Shifting purposes for reading
Textbook demands shift & vary
Word complexity changes
Sentence complexity increases
Structural complexity of text increases
Tables and graphic representations become
more critical to understanding
• Comprehension demands require more higherlevel thinking
• Concepts become increasingly complex
“While it is clear that content-area
teachers cannot be expected to
teach struggling readers basic
reading skills, they can teach
strategies, use appropriate
instructional routines, lead and
facilitate discussions, raise
standards, and create engaging
learning environments that help
students improve their ability to
comprehend text.”
(Torgesen, Houston, & Rissman, 2007)
“Given their responsibilities to teach
important content-area knowledge,
content-area teachers cannot provide
this basic support to struggling readers.
However, if a skilled reading teacher
effectively teaches reading
comprehension strategies and contentarea teachers reinforce and elaborate on
their use in class, this will enhance both
students’ initial learning and its
generalization to other settings.”
(Torgesen, et al., 2007)
Reading in the Disciplines
Purpose of the Report
• To illustrate what is involved in
comprehending texts within and across
academic disciplines
• Examine the empirical research base
about reading comprehension in general
and specifically in the disciplines
• Briefly discuss the implications of the
research on instruction and assessment
“The ability to comprehend written
texts is not a static or fixed ability, but
rather one that involves a dynamic
relationship between the demands of
texts and the prior knowledge and
goals of readers.”
Strategies Good Readers Use
•
•
•
•
•
Asking questions
Making predictions
Testing hypotheses
Summarizing
Monitoring understanding and deploying
fix-it strategies as needed
• BUT: disciplinary literacy also requires
knowledge of topics in a particular field
Your Turn
There are four disciplines represented in the
document:
Science (pg 4)
History/Social Studies (pg 6)
Literature (pg 9)
Math (pg 12)
Each person at your table will select one to read
Take turns discussing: What is needed to
comprehend text in the discipline you
selected?
Team Considerations
• The idea of supporting literacy throughout
the curriculum may be met with some
resistance due to the following reasons
(amongst others)
– “I am not a reading teacher!”
– “I don’t know how to be a reading teacher!”
– “I don’t have time to be a reading teacher!”
Team Considerations
• Teachers will need the following:
– A belief that literacy is important to them
– An understanding that they are not expected to teach
struggling readers how to read.
– A realization that strategies they are asked to use will
benefit their content goals and fit into their curriculum.
– The belief that they will be adequately trained and
supported in doing the strategies
– The knowledge that this is a non-negotiable, longterm commitment by the administration.
Team Time
As you view this video, take notes on
any good instructional
practices that you observe. Focus
particularly on the benefits of
using slates as a tool for review.
Also, think about any “missed
opportunities” that you
would share with the teacher.
• 8th Grade Vocab Review Geometry
Content Literacy Strategies
“Approximately 8.7 million fourth
through 12th grade students struggle
with the reading and writing tasks that
are required of them in school.”
(Kamil, 2000)
Content Literacy Strategies
“to address this problem, all educators,
including content-area teachers, need
information about how to incorporate
effective literacy learning strategies
into the content-area curriculum.”
(National Institute for Literacy, 2007)
Effective
Instruction
for
Adolescent
Struggling
Readers: A
Practice Brief
(Boardman, 2008)
Team Time
JIGSAW ACTIVITY
Remember your Instructional Area from
earlier in the day?
Word Study – read pages 6-7
Fluency – read pages 10-12
Vocabulary – read pages 14-19
Comprehension – read pages 22-26
Motivation – read pages 28-31
After reading, share with the group the
“big ideas” from the Instructional
Practices section of your assigned
reading.
Resources for Adolescent
Literacy Instruction
Explicit Vocabulary Instruction
An Example Instruction Strategy &
Opportunity for Practice
• Effective vocabulary instruction is not asking
students to memorize definitions or teaching
students unfriendly and complex descriptions of
words.
• Effective vocabulary instruction:
– assures that students have opportunities to know what
words mean and how to use them in oral and written
language.
– is explicit and includes 1) direct instruction of word
meaning and 2) direct instruction of strategies to
promote independent vocabulary acquisition.
• Teachers should carefully select specific words
to target during vocabulary instruction based on
student need and goal of the lesson.
(Murray, et al., 2010)
Team Time
As you watch this video, think about the
following questions and record your
responses in your participant workbook.
1)
What steps were used in the vocabulary
instructional routine to introduce each of the
vocabulary terms?
2) What other procedures were used to extend
vocabulary instruction?
3) What delivery skills were used?
• 6th Grade LA Vocab Instruction
The IPIC Strategy
•
•
•
•
Introduce the Word
Provide a Student-Friendly Explanation
Illustrate with Examples
Check for Student Understanding
Imagine…
• Every teacher in your school has been trained in
the IPIC Strategy
• A key set of vocabulary words have been
selected for instruction for ALL students across
ALL content areas.
• The vocabulary words from this list are taught to
ALL students using the IPIC strategy during
homeroom (over the course of a year).with built
in cumulative review.
• ALL teachers use the IPIC strategy to teach
additional content vocabulary words to students
within content classes.
Team Time
As a leadership team, discuss how the
instructional practices can/will be utilized in
your building across content areas?
What supports will be needed to select and
implement a instructional practice or
practices across all content areas?
What will you accomplish in this area between
now and the end of the 2012-2013 school
year?
What will you have in place at the start of the
2013-2014 school year?
Team Time
Using your “Follow-up Activities Sheet” finalize the
action items identified and tie-up any loose ends
from the day. Assignment for next time:
1. Develop your plan for sharing with your school
staff.
2. Continue to develop your building’s
communication and integration plan:
communicating information and building capacity
related to both PBS and literacy.
3. Be prepared to talk about at least one
instructional priority that changed as a result of
today, and analyzing your data.
“As a member of my school
leadership team, I swear to keep
the focus on building a system of
support for reading across all
grade levels in our school. I will
work to help others in my
building to establish a shared
responsibility for the reading
success of ALL students in our
building.”
Assignment
Prior to School-wide Reading Day 3, work on
completing the following tasks:
1. Share information from SWR Day 2 with your
entire staff
2. Plan for embedding Explicit Instructional
strategies into classroom instruction including
a plan for monitoring
3. Plan for ensuring fidelity of core instruction
4. Review your building schedule for reading
instruction
1. Is ample time allocated for each grade
level?
2. Is time prioritized and protected?
The work you are doing is so important.
Thank you for being a part of our learning
community and for all that you do for
students!
Safe travels!