Transcript Response to Intervention (RtI) in Middle and High School

Response to Intervention (RtI)
at the Secondary Level: Keys
to Implementation
Madi Phillips, Ph.D. NCSP
I-ASPIRE Regional Coordinator
Big Ideas about Today’s Presentation
1.
2.
3.
4.
5.
6.
We’re aligning a delivery system to educational
needs.
We’re increasing the quality of teaching, tools, and
support across 3-Tiers instead of moving the
problem.
We’re shifting mind sets: Every problem learning (or
behaving) becomes a special education problem.
In a perfect world, we shouldn’t have “RtI” (as an
eligibility process) at the secondary level.
We’re shifting “Interventions” focus from reactive,
punitive, and/or restrictive to proactive, preventative,
inclusive.
We have the tools and we have experience, but there
is a gap.
Without Problem Solving
Special Education
Sea of Ineligibility
General Education
Student Profiles
• 8.7 million 4th-12th graders can’t cope with academic demands
• 74% of all 9th graders scored at Unsatisfactory or Basic Level
on state assessment
– Unsatisfactory = 3%ile WR; 1%ile RC
– Basic=9%ile WR; 8%ile RC
• 70% of adolescents graduate; 50% of students with color do
• Students who stay “on track” in freshman year (earn 5 credits
and no more than 1 F) 3.5 times as likely to graduate
Student Profiles
(cont)
• “On-track Indicator”
– Students who stay “on track” in freshman year
(earn 5 credits and no more than 1 F) 3.5 times as
likely to graduate
– One semester F decreases likelihood of
graduating from 83% to 60%
– 2 Fs decreases likelihood to 44%
– 3 Fs decreases likelihood to 31%
The “Old” Problem Solving Heuristic
Special Education
General Education
with Support
Amount of
Resources
Needed
To Benefit
General Education
Severity of Educational Need or Problem
What is NOT RtI: It’s not your
father’s Oldsmobile
1. It’s Not About SE Eligibility with a new label
(e.g., pre-referral intervention, old teamnew name).
2. It’s Not About SE “Business as Usual” with
programs that meet the needs of adults
more than students.
3. Expecting GE Teachers to meet the needs
of ALL students (180 students-180 different
interventions).
Presentation Intended Outcomes
1. Describe a heuristic for multi-tiered service
delivery for middle and high schools to meet the
academic and socio-emotional/behavioral needs.
2. Provide illustrations of effective reading
assessment for
1.Universal Screening,
2.Problem Identification
3.Progress Monitoring in Reading Intervention.
3. Provide illustrations of effective assessment and
intervention tools necessary for
1.Basic Reading Skills
2.Success in Content-Area Classes
3.Behavioral Support
4. Give you strategies for implementation.
Bridging the Gap
Problem Solving Steps
Problem Identification
What is the Problem and Is it Significant?
Problem Analysis
Plan Evaluation
Why is it happening?
Did our plan work?
Plan Development
What shall we do about it?
The VISION: To Provide Effective Interventions to Meet the
Needs of ALL Students Through Early and Scientifically
Based Interventions Through Careful Systems Planning
Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al.
(2005). Response to intervention: Policy considerations and implementation.
Alexandria, VA: National Association of State Directors of Special Education,
Inc.
Information Explosion/
Instructional Time Dilemma
1960
Time
1980
2000
Content
The Performance Gap
/12/
11
10
9
8
7
6
5
4
3
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
/
Grade Level
Expectations
Demands
Skills
Existing
Support
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
Grade Level
Expectations
Demands
/
Skills
Infrastructure Support
• Flexible Scheduling
• Planning Time
• Professional Development
Time
• Extended Learning Time
Infrastructure
Supports
• Smaller Learning
Communities
Existing
Support
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
System Learning Supports
• Progress Monitoring
/
Instructional
Core
Grade Level
Expectations
Demands
Skills
System Learning
Supports
• Data-Based Decision
Making
• Problem-Solving
• Instructional Coaching
• Professional Learning
Infrastructure
Supports
Current Supports
Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
Instructional Core
• Motivation/Behavior
Supports
/
Instructional
Core
Grade Level
Expectations
Demands
Skills
System Learning
Supports
Infrastructure
Supports
Current Supports
• Smarter StandardsBased Curriculum
Planning
• Engaging Instructional
Materials& Activities
• Student-Informed
Teaching
• Connected Courses &
Coherent Learning
• Continuum of Literacy
Instruction
Years in School
The University of Kansas Center for Research and Learning
Problem Solving Process School Improvement Cycle
Problem Identification
What is the Problem and Is it Significant?
Problem
Analysis
Plan
Evaluation
Why is it happening?
Did our plan work?
Plan
Development
What shall we do about it?
http://www.ncrel.org/sdrs/school.htm
Similarities?
http://www.nsdc.org/connect/projects/resultsbased.cfm
School Improvement Activity
• What are your current SI Goals?
• What content is covered in the current
professional development plan?
• What problems or issues often come up
at your school?
So...WHAT is RTI?
1. An eligibility process for determining if a
student has a learning disability?
2. An opportunity to redress years of
dissatisfaction with both special
education and general education?
We See IT as Both
How We See It
Needs-Based
Service
Delivery
Systems
ProblemSolving
Service
Delivery
System
RTI
Program vs. Framework
• Response to Intervention (RtI) and
School-wide Positive Behavior Support
are not programs, but frameworks for
designing and implementing proactive,
preventative programming using data.
Basic Skills or Functional Literacy
Problem?
No
Yes
What
Service?
Instruction in Basic or
Literacy Skills
Instruction in Content
Area Knowledge
How?
Direct Service Thru
Special Education
Direct Service Through
GE; Indirect Service
Thru SE or GE
Interventions
Goal
Master Basic or Literacy
Skills
Master Content Area
Knowledge
Evaluation
Tool
CBM
Mainstream Consultation
Agreements
CTM’s & VM
A Secondary Problem-Solving Model
Who Do We Serve in a
Problem-Solving Model?
We identify:
1. Students with Basic Skills or Severe
Literacy Deficits for Direct Service
2. Students without these Deficits who Need
Indirect Service for Success in Content
Area Courses
A Model of Secondary Special
Education Service Delivery Should Be
Predicated On:
1. Students with serious functional literacy or basic
skills deficits receiving instruction in these skills via
special education
2. Students without serious functional literacy or basic
skills deficits receiving instruction in content area
courses via general education with relevant special
education assistance or general education
interventions
Scientific Standards for Progress Monitoring
Reliability
Quality of Good Test
Validity
Quality of Good Test
Sufficient Number of Alternate Forms and of Equal
Difficulty
Essential for Progress
Monitoring
Evidence of Sensitivity to Improvement or to Effects of
intervention
Critical for Progress
Monitoring
Benchmarks of Adequate Progress and Goal Setting
Critical for Progress
Monitoring
Rates of Improvement are Specified
Critical for Progress
Monitoring
Evidence of Impact on Teacher Decision Making
instruction or Student Achievement;
Critical for Formative
Evaluation
Evidence of Improved Instruction and Student
Achievement;
Logistically Feasible--Low Cost, Efficient, Accurate,
Gold Standard for Progress
Monitoring
Critical for IMPLEMENTATION
Typical High School Reader
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
A Simple, Economical Way of Identifying
Educational Need
High School Student with Severe
Reading Problem
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
Grade 8 Material < 10th percentile at
beginning of Grade 8
A Severe Performance Discrepancy
Likelihood of Passing the High Stakes Test
Obvious and Potentially Severe Educational Need
Grade 6 Material < 25th at
beginning of the year
Testing in Even Easier Material
Grade 4 Material about 50th percentile at
end-of-year, but high error rate
Graph the Results and See the Problem Severity
What Does R-CBM Measure?
Beware the Trap of
ALL
the
BOXESThese Skills
Phonemic
Awareness
Alphabetic
Understanding
Fluency
Vocabulary
Low Scores “in the
Box” Mean You
General
Reading
Must TEACH
the
Skill
Things in the Box
Phonemic Awareness
Phonics
Fluency
Comprehension
Vocabulary
Comprehension
http://www.nationalreadingpanel.org/
The Bigger Deficits Here
• Life Experience
• Content Knowledge
• Activation of Prior
Knowledge
• Knowledge about
Texts
Language
And Here
• Oral Language Skills
• Knowledge of Language
Structures
• Vocabulary
• Cultural Influences
Reading
Fluency*
Oral
Reading
is
the
EASIEST
to
Knowledge
We Refer to It as
Measure--Let’s
Get This DownGeneral
andReading Skills
Comprehension
And the MOST
Add MORE Tools
For
TheSome,
Easiest
theThing
Hardest
To
Unmotivated Here
The Longer It Takes...
Thing
Teach
They’ll Ever Do
• Motivation &
Engagement
• Active Reading
Strategies
• Monitoring Strategies
• Fix-Up Strategies
Metacognition
• Prosody
• Automaticity/Rate
• Accuracy
• Decoding
• Phonemic Awareness
*modified slightly from presentations by Joe Torgesen,
Ph.D. Co-Director, Florida Center for Reading Research;
www.fcrr.org
Case Study
Severe Basic Skill Problem: Provide Intense Basic Skill
Intervention!
Predicted Not to Pass High Stake Test
Determine the Severity of the Problem Using Survey Level
Assessment and Write an IEP
Provide a Powerful Basic Skill Intervention and Monitor Progress
Conduct a Survey Level Assessment to
Estimate Basic Skill Discrepancy
Possible Data Sources Activity
• Brainstorm the potential data sources in
your school…
• Examples may include:
– Dean Referrals, Tardies, Suspensions,
Expulsions, Outside Placements, Drop
Outs
– Common Assessments, CBM, Yearly
Progress Pro, Failure Rates
The High School Solution:
Building Continuously Improving Tier
1 General Education Instruction
~5%
~15%
Use of Teaching Routines and
Learning Strategies (Kansas)
Well-Designed Curriculum with a
“Big Ideas” Focus or Ability to
“Distill” Curriculum to Big Ideas
Effective Secondary Classroom
Management
Study and Organizational Skills
Curriculum Modification
~80% of Students
Increase the Capacity of General Education
to Teach ALL Students Critical Content
• All students learn critical content required in the
core curriculum regardless of literacy levels.
• Teachers compensate for limited literacy levels
by using…
• Explicit teaching routines,
• Adaptations, and
• Technology to promote content mastery.
• For example: The Unit Organizer Routine
all
most
some
Key Skills Sets for Secondary Support
(http://www.ku-crl.org/)
A Major Source of Support for
Secondary
http://www.kucrl.org/iei/sim/ceroutines.ht
ml
Content Enhancement Routines
(Creating “learning-friendly” classrooms)
• A way of teaching academically diverse
classes in which…
– The integrity of the content is maintained
– Critical content is selected and transformed
– Content is taught in an active partnership
with students
The University of Kansas Center for Research and Learning
Content Enhancement Teaching Routines
Planning & Leading Learning
Course Organizer
Unit Organizer
Lesson Organizer
Exploring Text, Topics, & Details
Framing Routine
Survey Routine
Clarifying Routine
Ordering Routine
Teaching Routines
Concept Mastery Routine
Concept Anchoring Routine
Concept Comparison Routine
Increasing Performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine
The University of Kansas Center for Research and Learning
The Unit Organizer
4
NAME
DATE
BIGGER PICTURE
Elida Cordora
1/22
The roots and consequences of civil unrest.
2
LAST UNIT /Experience
Growth of the Nation
8
1/22
UNIT SCHEDULE
Quiz
1/29
Cooperative groups over pp. 210-225
"Influential Personalities"
project due
1/30
Quiz
Cooperative groups over pp. 228-234
Review for test
2/7
Review for test
2/6
Test
The Causes of the Civil War
3
NEXT UNIT /Experience
The Civil War
UNIT MAP
was based on
Sectionalism
was influenced by
pp. 201-236
Areas of
the U.S.
emerged because of became greater with
Differences
between
the areas
Events in
the U.S.
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the
start of the Civil War?
What examples of sectionalism exist in the world today?
Leaders
across the
U.S.
descriptive
compare/contrast
cause/effect
6
UNIT
RELATIONSHIPS
UNIT SELF-TEST
QUESTIONS
2/6
7
CURRENT
UNIT UNIT
CURRENT
Cooperative groups over pp. 201-210
1/28
2/2
5
1

Key Words
United
States
Athens
leaders
accountable




CONVEY CONCEPT
OFFER OVERALL
CONCEPT
Democracy
CONCEPT DIAGRAM

a form of government

NOTE KEY WORDS
CLASSIFY
CHARACTERISTICS
Always Present
Sometimes Present
leaders accountable by elections
direct representation
citizens have equal voting rights
indirect representation
individuals can oppose government
centralized power
all views are tolerated
decentralized power
statement of civil & political rights
separation of power
Never Present
rule by king
rule by dictator
censorship of press
hereditary transfer of power
unified power
views
tolerated

EXPLORE EXAMPLES
Examples:
United States
direct
China in 1993
England in 1993
Athens (500 B.C.)
indirect
rule by dictator
Nonexamples:


Russia
1993
England under Henry VIII
Macedonia (under Alexander)
PRACTICE WITH NEW EXAMPLE
TIE DOWN A
DEFINITION
A democracy is a form of government in which leaders are accountable to the people through
elections, citizens have equal voting rights, individuals can oppose the government, all views are
tolerated, and there is a statement of civil and political right
The FRAME Routine
Key Topic
Progressive Era
is about…
a period of social change in the U. S.
Main idea
Social Problems
Essential details
Main idea
Tools for Social Change
Essential details
Main idea
Social Changes
Essential details
Unsafe food
Muckrakers wrote
about problems
Meat Inspection Act
Monopolies
Bully pulpits forced
new laws
Anti- trust Act
Unsafe and unfair
working conditions
Activists organized
protests
Commerce and Labor
Departments
Limited voting rights
Demonstrators
created public pressure
Voting rights
expanded
So What? (What’s important to understand about this?)
To really create social change, many people
have to be organized, outspoken, and persistent!
Learning Strategies Curriculum
Acquisition
Storage
Expression of
Competence
Word Identification
First-Letter Mnemonic
Sentences
Paraphrasing
Paired Associates
Paragraphs
Self-Questioning
Listening/Notetaking
Error Monitoring
Visual Imagery
LINCS Vocabulary
Themes
Interpreting Visuals
Assignment
Completion
Test-taking
The University of Kansas Center for Research and Learning
Acquisition Strategy
Self-Questioning
•
•
•
•
•
Attend to clues as you read
Say some questions
Keep predictions in mind
Identify the answer
Talk about the answers
The University of Kansas Center for Research and Learning
Embedded strategy instructionExample of ASK IT Strategy Implementation
All teachers teach the steps of a self-questioning
strategy (ASK IT), regularly model its use, and
then embed paraphrasing activities in course
activities through the year to create a culture of
“active reading.”
The University of Kansas Center for Research and Learning
Storage Strategy
First-Letter Mnemonic
• Form a word with first letters
• Insert a letter
• Rearrange the letters
• Shape a sentence
• Try combinations
The University of Kansas Center for Research and Learning
Expression Strategy
Error Monitoring
Write on every other line using PENS
Read the paper for meaning
Interrogate yourself using the COPS questions
Take the paper to someone for help
Execute a final copy
Reread your paper
The University of Kansas Center for Research and Learning
GOOD NEWS!!
SASED has identified several local certified trainers
and is planning to offer a workshop series on the
University of Kansas
Content Enhancement Routines
&
Learning Strategies Curriculum
for the 2008-2009 school year.
How will Content-Area Strategy
Instruction be provided?
• Middle School
– Embedded into content-area courses
– Strategy Instruction course as part of the fine arts rotation
– Strategic tutoring in place of foreign language
• High School
– Embedded into content-area courses
– Strategic tutoring in place of study hall
– Strategy Instruction as an elective
A Major
Source of
Support for
Secondary
Components of Well-Designed Syllabi
• Contact Information
• Course Goals and Big Ideas
• Instructions and Directions as to How to Get
Help
• Course Materials
• Behavior Expectations and Consequences
• Detailed Information About the Grading System
• Course Calendar and Due Dates
• Self Monitoring Checklists
• Access to Models for Papers, Projects, Tests
Welcome t o Expanding Academic Opp
ort unit ies
T eacher: Mrs
. Hernandez
1.
2.
3.
a.
b.
c.
1.
2.
3.
4.
By the end of t his class, you will be able t o:
Re ad l on gm u l ti-syl l able words.
Un de rstan d whtayou re ad.
Use strate gi e s to an al yz e wh at
u re
yoadsu ch as:
Paraph rasi n g
Vi su al Im age ry
S e l fQue sti on i n g
Le arn to u se n e w voca
bu l arywords.
Re ad al ou d smoth
o l yan d with e xpre ssi on
W ri te com pl e tse n te n cean
s d we l lorgani z e dparagraph s
Tak e re adi n g te sts wi
h con
t fide n ceand pe rform we l lon th osete sts
Evaluate
Components
of Syllabus
Accomplishing t his will requ
ire cooperat ion
Th in k of th i scl assl i ke a ch al l e neg cou rsei n th e fore st.You wi ll h ave towork h ard
i n de pe n de ny,
tl bu t you wi ll alsoh ave to work effe cti ve l ywi th oth er stu de n tsand
wi th me.
Gu ideli n e sfor S u cce ss
Winners make their own luck. They achieve.
It takes:
Preparation
Responsibility
Integrity
Dedication
Effort
t o be successful!
Classroom Rule s:
Winners know the rules and follow them.
1. Come to class every day that you are not sick.
2. Arrive on time with your own pencil and paper.
3. Keep hands, feet and objects to yourself.
4. Follow directions the first time.
5. Stay on task during all work times.
Acti vi ti e s
Winners part icipat e and st rive
t o ACHIEVE. T he ACHIEVEapproachwill t each you
exact ly what you haveo tdo in each t ype of classroom act ivit y. For now, jut be aware t hat
each act ivit y below wil
l include very specific informat ionfor you about how to be
succeed in t his class.
Grade s
W i n n ers kn ow that you h ave to ke e pscore .
Your grades for each of the coming nine weeks will be based on the following:
1. 50% of your grade will come from your class participation and how well you follow
the rules.
 There are 10 possible points per day, for a t otal of 450 points for the
quarter
 You will start each day with 8 points, which is 80%, or a low B. (I like
low B bet ter than B-)
 Each compliment adds one point.
 Each Rule Violation costs one point.
2. Your writ ten work is worth a total of 30%.
3. Your performance on Mastery Checks is worth 20%.
Classroom Proce dures
En teri n g the Classroom:
1. Be in the room before t he bell rings.
2. Have your folder ready.
3. Begin work on t he act ivit yon t he board or left on yourdesk.
4. Quiet ly work on t his act ivity unt il I signal for your at t ention.
Ta rdy to class:
If you are in the classroom before the bell rings, then you are on time. If you enter after
the bell rings, then you are tardy and will lose one behavior point . In addition, all tardies
are reported t o the attendance office according to school policy.
Paper/Pe n cil:
If you do not have a pencil, I keep golf pencils and stubs available on my desk. Please
return them when you are finished and donate pencils that you no longer intend to use.
There is also extra notebook paper on my desk. Use it when you need to and replace it
when you bring your own.
Daily Assi gnme n ts:
Each of you will have a folder on the counter by the door. There will be a weekly
assignment sheet in this folder every Monday. This sheet will outline the tasks you will
work on during the week.
Tu rn i n gi n assignments:
T urn in your completed work t o the tray on the counter by the door labeled P eriod T wo.
Re turn i n gassignme n ts:
Graded work will be returned to your folder.
Fi n di ng out grade statu s i n class:
A grade print out will be placed in your folder every week. T his will show your current
grade in the class, any missing assignments, and a progress report showing your current
reading level.
Your re spon si bi
li ti e safter an abse n ce :
Anytime you are absent, you will view a videotape of the large-group activities you
missed. You will also need to complete independent practice and vocabulary assignments
for the days you missed. You will have the same number of days t o make up your work
as the number of days you were absent. If you were absent on Monday and T uesday, you
will have t o finish your make-up work and turn it in on Friday. Always be in class if you
are not seriously ill!
C om mu n i cation proce dure s wi th pare n ts/gu radi an s
Show your weekly grade print out t o a parent or guardian each week. You will get three
bonus points for each week you ret urn a weekly grade print with a parent or guardianÕs
signature.
En di n g class:
One minute before the end of class, I will ask you to return t o your assigned seats for
final announcements. You will be excused by rows, after the bell rings.
C on se qu e n ce s for C l assroom Ru l e Vi ol ati on s
If you violate a rule, you may be assigned a consequence. Depending on the frequency
and severity of the misbehavior, you may receive one or more of the following
consequences.
1. Loss of a behavior point
2. P arental contact
3. Change in seating assignment
4. Time owed aft er class
5. Detention
6. Office referral
If you ever feel that the enforcing of rules and consequences is unfair, you have the right
t o make an appointment t o discuss the situation. I will be as neutral as I can in hearing
your complaints or comments.
C on se qu e n cefor
s C ode of Con du ct Vi olati on s
If a student breaks a rule that is covered by the Code of Conduct in your student
handbook (possession of illegal substances, abuse, etc), I must refer the situation to the
office for the administrat or t o make decisions on parental contacts, police involvement
and so on. This is part of my job, and not my decision. If you violate a Code of Conduct
rule, it will be handled out of class.
The
Teacher(s):
Course Organizer
Time:
This Course:
is
about
Introduction to Poetry
Empowering students to learn what poetry is,
what poetry does, and how poetry works.
Course Questions:
1. How do poets resemble/differ from writers of other types of
literature?
2. What kinds of information do poems present?
3. What writing tools and strategies do poets use?
4. Why do some readers like poetry and others dislike it?
5. What are the key traditions in poetry that will most usefully
contextualize poetry for today’s readers?
6. What are common themes in poetry, and how do the themes
speak to readers’ experiences?
Ray Pence, Graduate Teaching Assistant, English
Student:
Course Dates:
Course Standards:
What?
How?
Value?
Content:
1. Understanding form
2. Understanding content
3. Reflecting on reader
responses
Journals
Papers
Class
Discussions
Critical vocabulary
Paraphrasing
Note-taking
Class demo
Class demo
Class demo
Process:
Course Progress Graph
20%
60%
20%
Course Map
This Course:
Student:
Introduction to Poetry
includes
Community
Principles
Listening
Persistence
Mutual & Self-respect
Openmindedness
Performance
Options
Learning Rituals
Group presentations
Small-group collaborations
Reading journals
Public poetry events
Finding poetry in your immediate environment
Student-teacher conferences
Visual representations
Papers
Websites
Critical Concepts
Voice
Rhythm
Diction
Persona
Figurative Language
Poetic traditions
Poetic forms
Oral histories
Performance
Art
Use-value
Learned in these
Units
Poetry as Storytelling
Poetry as Social History
Poetry as Autobiography
Ray Pence, Graduate Teaching Assistant, English
Poetry as Reflection &
illumination of world
Poetry as Journey
and exploration
Not Everything We Teach Is
Equally Important
“The sheer quantity of information requires us to
constantly determine what to include in a course”
Keith Lenz, 2003
http://www.ku-crl.org/archives/classroom/smarter.html
Students need intensive intervention to
work on basic literacy components.
• Students develop the foundational phonics, fluency,
and comprehension skills through specialized, direct,
and intensive instruction in reading. Intensive
instruction in listening, speaking, and writing is often
a part of these services.
• For example: Courses in researched-based reading
programs such as the SRA Corrective Reading Program or
REACH.
How will basic literacy skill
instruction be provided?
• Requires a double-block schedule of
English/Language Arts and Reading.
• Where does the time come from?
– High School Option
• Reading as an elective
– Middle School Options
• Reading instruction instead of foreign language
• Reading course within the fine arts rotation
An intensive multi-faceted option for
those who need it.
• Students with underlying language needs
learn the linguistic, related cognitive,
metalinguistic, and metacognitive
underpinnings they need to acquire content
literacy skills and strategies.
• For example: Speech-language pathologists, special
education teachers, and social workers engage students in
educational language and literacy instruction using a
researched-based program such as the Sopris West
Language! Program.
http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%2
0Briefing%20Paper%20Secondary%20Reading.pdf
Read the Carnegie Documents:
http://www.carnegie.org/literacy/why.html
Websites for Scientifically
Based Behavior Support
•National Technical Assistance Center on
Positive Behavioral Interventions and Supports
(PBIS): www.pbis.org
•Safe and Civil Schools:
www.safeandcivilschools.com
At the School Level
At the School Level
At the Referral Level
High School Tier 1 Example:
• English Dept. prior to 1993:
– Reading and writing skills were not taught in a
consistent manner at LFHS
– Members of the English Dept. began learning
about Nancie Atwell’s reading and writing
workshops and developed a proposal to bring
this concept to LFHS
– The School Board approved the proposal and
all teachers were trained in the program for
the 1994-95 school year
Writing Workshop
• PRINCIPLES AND REQUIREMENTS:
– Each student must produce 3 pieces of
writing that go through the conferencing
process
– Each student must produce a portfolio of
the writing process
– The focus is on the writing process
– Students must have ownership and their
written work must be student-generated
Reading Workshop
• PRINCIPLES AND REQUIREMENTS:
– At least 12 days/year must be devoted to reading
workshop
– Students should be provided time to read
– Students should gain ownership over texts by
selecting what they read
– Students should respond to text in a variety of
ways and there must be teacher/student
interaction regarding reading
English Dept 2005-06
• High level of satisfaction with the writing
skills of students at LFHS
• Less satisfaction with reading skills and
overall enjoyment of reading (based off
of 1st semester English finals and
anecdotal information)
Vocabulary: The Broad Context…..
“Of the many compelling reasons for providing students
with instruction to build vocabulary, none is more
important than the contribution of vocabulary
knowledge to reading comprehension. Indeed, one of
the most enduring findings in reading research is the
extent to which students’ vocabulary knowledge
relates to their reading comprehension.”
Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary,
San Francisco: Pacific Resources for Education and Learning.
Bringing
Words to Life
Isabel Beck
M. McKeown
L. Kucan
Guilford Press
Vocabulary Matching
English (VM)
20
VM 1 (English)
15
10
5
0
2007
2008
2009
Grade
Lvl
2010
Science (VM)
1,606
20
VM 2 (Science)
15
10
5
0
2007
2008
2009
Grade
Lvl
2010
Social Studies (VM)
20
VM 3 (Social Studies)
15
10
5
210
701
0
1,063
309
2007
1,236
2008
2009
Grade
Lvl
2010
Results…
• Tier One - Basic words
– chair, bed, happy, house
• Tier Two - Words in general use, but not common
– concentrate, absurd, fortunate, relieved, dignity,
convenient
• Tier Three - Rare words limited to a specific domain
– tundra, igneous rocks
How can we use this
information?
• Vocabulary Matching Screening can be completed
in about 15 minutes
– Using the cut scores provided we have reason to believe
that students with scores
•
•
•
less than 15 are likely to require strategic or intensive
assistance
between 16 and 25 may require strategic assistance
above 25 are likely to be on track and can continue with
instruction as planned
– in order to meet academic expectations for Illinois State
Achievement test in 10th grade
Maze
R- CBM
Program Options
Tier 1:
Pre-teaching Key Vocabulary
Tier 2:
Co-taught English/Reading Block with REWARDS
Co-taught Course on before, during, and after
reading strategies with a focus on content-area
text
Tier 3:
Social Opportunities Academic Readiness(SOAR):
Includes Language!; Social Language Skills;
Vocational Opportunities; Post-Secondary
Exploration
Intermediate
and Secondary
Reading
Interventions
Intensive
Reading
Intervention
High School Tier 2 Example:
Freshman Reading Classes
• Class A: guided reading, modeling, class
discussions, comprehension checks, oral
reading, graphic organizers, REWARDS
• Class B: guided reading, modeling, class
discussions, comprehension checks, oral
reading, graphic organizers
WRC Mean Rate of
Growth Per Week
• Class A mean rate of growth = 0.67 WRC/week
• Class B mean rate of growth = -1.22 WRC/week
Instructional Planning Form
Goal: In 32 weeks, Cary will read 95 cwpm with at least 95% accuracy.
Instructional Procedures
Focus or Skill
Teaching Strategy
Materials
Arrangements
Time
Motivational
Strategies
Decoding Fluency
REWARDS
reading program
REWARDS
Class novels/short
stories
Small group
(13:1)
50 min 2X/week
Approx 30 min wk
1 min biweekly
Grades
Candy
Peer Praise
Charting progress
Reading
Comprehension
Comprehension
strategies
(visual/graphic
organizers)
Graphic organizers
Novels
Small group
(13:1)
Varied 5
days/week
Positive teacher
feedback
Grades
Class Discussions
REWARDS comp
questions
Novels
REWARDS
Small group
(13:1)
Small group
(13:1)
Daily
50 min 2X/week
Positive
teacher/peer
feedback
Candy
Cary’s Progress
Next Steps…
• Math!
– Math Department Proposal:
• Screening & Progress Monitoring
• Yearly Progress Pro (YPP) McGraw-Hill
– Includes: CBM & Custom Tests
YPP Examples
7th Grade Math Class
8th Grade CBM Probe
YPP Algebra & Geometry
Skill Clusters
Developing Components
•
Systems
– General survey of priorities, Effective Behavior Support
Survey, Team Implementation Checklist tell you what you
want to do
•
Practices
– School-wide Evaluation Tool tells you how much is in place
•
Data
– Curriculum Based Measures and Office Referral Data tell
you with whom to focus
Steve Romano and Hank Bohanon
School wide Expectations







Identify expectations of the setting
Develop team/plan/support
Directly teach expectations
Consistent Consequences,
Acknowledge/Reinforce (Tall, Vente’, Grande)
Collect Data
Communicate with staff
On-going evaluation
100
90
80
70
60
50
40
30
20
10
0
Fall 2003
Winter 2004
M
ea
n
Fall 2005
Ex
pe
ct
at
io
Ex
ns
pe
D
ef
ct
in
at
ed
io
ns
Ta
Re
ug
wa
ht
r
d
Vi
Sy
ol
st
a
M
t
em
i
o
on
n
s
it o
Sy
rin
st
g
em
&
De
ci
sio
M
ns
an
ag
em
Di
st
en
r ic
t
tS
up
po
rt
Percent in Place
Houston County H.S. SET Results
SWPBS Feature
Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc
Office Referrals Per Day Per Month Per 100 Students Per Average Daily Enrollment
Per Day Per Month Per 100 Students Per Average Daily
Enrollment
4
3.5
3
2.5
02-03
03-04
2
04-05
05-06
1.5
1
0.5
0
September
October
Generated 8-02-06
November
December
January
Months
February
March
April
May
June
Percentage
Proportion of Students With Office Discipline Referrals
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2002-2003
2003-2004
2004-2005
Year
2002-2003
2003-2004
2004-2005
6 + Referrals to Office
21.00%
16.00%
13.13%
2 to 5 Referrals to Office
33.00%
25.00%
23.47%
0-1 Referrals to Office
46.00%
59.00%
63.40%
(02-03 compared to 03-04
(03-04 compared to 04-05
X2 = 53.199, df = 2, p = .000)
X2 = 6.324, df = 2, p = .042)
Systems/Data
• System - SET Information
– Overall Score approximately 80%
– Teaching @ 70%
– Acknowledgment @ 50%
• Impact data
– School has access to discipline and
attendance data
Practice
• To address tardies (high school) –
names of students from class were put
into a drawing. Four students’ names
were drawn at random weekly, if they
had no tardies, they could choose a
prize.
Report from School
• Teachers were not able to sustain,
teachers did not remember to conduct
drawings.
• We can use department chairs to
provide reminders and support to staff
(System)
Control Classrooms
Control
Percent of Students in Tier
100%
90%
80%
70%
60%
Tier 3
50%
Tier 2
40%
Tier 1
30%
20%
10%
0%
Pre
Post
Time
Treatment Classrooms
Treatment
Percent of Students in Tier
100%
90%
80%
70%
60%
Tier 3
50%
Tier 2
40%
Tier 1
30%
20%
10%
0%
Pre
Post
Time
At least at the school-wide level –
you are trying to get 80% of your
staff teaching!
In Illinois – when schools get to 80/80
– Fewer risk factors
– More protective factors
– More likely to have tried interventions beyond
SW
– More students with fewer discipline problems
http://www.pbisillinois.org/ (see FYO5 Report)
Examples of Targeted Interventions
• Behavior Education Program (BEP)
– Check-In, Check-Out
• Functional Behavioral Assessment/
Behavior Support Planning**

Behavior Education Program (BEP)
Features
• Students identified and receive within a week
• Check-in and check-out daily with an adult at
school
• Regular Feedback and reinforcement from
teachers
• Family component
• Daily performance data used to evaluate
progress
Taken from: Hawken & March, 2004
If…
>40% of students received 1+ ODR
>2.4 ODR per student
>60% of referrals come from
classroom
>50% of ODR come from <10% of
classroom
>35% of referrals come from nonclassroom settings
>15% of students referred from nonclassroom settings
>10-15% students with >10 ODR
<10 students with 10 ODR
<10 students continue rate of referral
after targeted interventions
small # students destabilizing climate
Focus on…
School-wide
System
Classroom
System
Non-Classroom
System
Targeted
Group
Intervention
Individual
Intervention
(BSP)
General
Data
Decision
Rules
Step 1: Problem Identification
Question: What is the discrepancy between
what is expected and what is occurring?
• 2/3 of Maple’s individual student referrals
were due to lack of on-time
assignment/homework completion.
• A homework assignment is defined as any academic
assignment assigned by a core academic, foreign language,
allied arts, or physical education teacher to be completed
after school. Homework does not include bringing
appropriate supplies to class, turning in forms of any kind, or
participation in fundraising activities.
• A homework assignment that is turned in on time is
defined as being received by the assigning teacher at the
requested day and class period.
Comparison of Fall 2003 and Fall
2004 homework completion
2003
• Average student
had 18 assignments
• Average student
turned in one
assignment late
• Average student
had 7% of
homework late
2004
• Average student had
18 assignments
• Average student
turned in one
assignment late
• Average student had
6% of homework late
Total Number of Homework Turned
in Late
Fall 2003
~3
Fall 2004
~3
~2
~2
~0-1 assignments
~0-1 assignments
Step 2: Problem Analysis
Question: Why is the problem occurring?
Teachers determined a number of
hypotheses including:
– Lack of time
– Lack of skill
– Lack of motivation/interest in the subject area
Step 3: Plan Development
Question: What is the goal?
• All students would turn in at least 80% of their
homework on time.
Question: How will progress be
monitored?
• Teachers will meet weekly and calculate the
average work turned in per week for all students
attending Homework Extension.
Question: What is the intervention plan
to address the goal?
• Homework Extension takes place during
lunch periods. Students assigned to
Homework Extension will go to the lunchroom
to get their lunch (if purchasing their lunch)
and then report to the Homework Extension
classroom.
• Homework Extension is supervised by
one/two of the lunch room supervisors in a
separate classroom.
• Homework Extension lasts the entire lunch
period for the course of five school days.
Students are then reevaluated. If work
completion exceeds 80%, the student may
return to the lunchroom. If not, he/she will be
reassigned to Homework Extension.
• If a student attends Homework Extension for
three consecutive weeks, then the student is
automatically referred for individual student
problem solving.
Step 4: Plan Implementation
Question: How will implementation
integrity be ensured?
The principal required a weekly e-mail sent out to
report which students qualified for Homework
Extension and which attended Homework
Extension and met their goals.
The principal and assistant principal found a
classroom and staff who would assist and
monitor students’ work completion during lunch.
Step 5: Plan Evaluation
Question: Is the intervention plan effective?
A. Are the students making progress toward the
goal?
•
Yes, 66% of students were in HE for 1 week. (33%2 weeks; 3%-3weeks; 11 students total.)
B. Is the student decreasing the discrepancy
between him/her and the general education
peers?
•
Yes, 77% of students were in HE only 1x. (11%-2x;
8%-3x; 4%-4x; 6 students total.)
C. Is the plan able to be maintained in the general
education setting?
•
No, 34% of students were involved in HE;
Universal not targeted problem.
10/18
75%
IN
10/25
11/1
85%
90%
OUT
OUT
11/18
90%
OUT
11/15 90%
12/6 100%
OUT
OUT
10/25 85% OUT
DECISION
FLEX
OUT
% OF HW AFTER 4TH WEEK
COMPLETED
OF HW EXT
85%
81%
DATE
10/12
10/12
DECISION
IN
IN
OUT
OUT
IN
OUT
OUT
OUT
IN
IN
OUT
OUT
OUT
OUT
OUT
OUT
OUT
OUT
IN
OUT
OUT
IN
OUT
% OF HW AFTER 3RD WEEK
COMPLETED
OF HW EXT
80%
80%
100%
100%
65%
80%
80%
90%
58%
80%
85%
85%
90%
100%
90%
100%
85%
85%
55%
85%
100%
50%
73%
DATE
10/4
10/4
10/12
12/12
10/12
10/12
10/12
10/18
10/18
10/25
10/25
10/25
11/1
11/1
11/8
11/8
11/8
11/8
11/8
11/8
11/8
11/8
11/15
DECISION
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
IN
% OF HW AFTER 2N D WEEK
COMPLETED
OF HW EXT
DATE
50%
64%
78%
70%
50%
10%
76%
70%
62%
70%
50%
65%
50%
75%
70%
70%
77%
60%
60%
64%
73%
55%
66%
DATE
DECISION
9/27
9/27
10/4
10/4
10/4
10/4
10/4
10/12
10/12
10/18
10/18
10/18
10/25
10/25
11/1
11/1
11/1
11/1
11/1
11/1
11/1
11/1
11/8
DECISION
% OF HW
COMPLETED
TC
EC
NW
SK
AW
DV
CO
GE
KK
EE
OB
TC
CO
JZ
TC
CH
OB
JM
DV
EC
KH
KK
CO
% OF HW
AFTER 1ST WEEK
COMPLETED
OF HW EXT
STUDENT
DATE
TEAM 6-2
Entering HW EXT
Plan Evaluation Outcomes Form