Transcript Slide 1

Ready, Fire, Aim
Service Delivery & Data-Based Decision Making
Presented by
Bill Tollestrup
Director of Special Education/CAST
Elk Grove Unified School District
Every Child by Name and
Need
Key Components of
Collaboration
Educators
Teamwork
Use of Data
Student Achievement
Measurable
Goals
Collaboration
To work in association with; to
work with, help…
The Need for a Collaboration!
Throughout our ten-year study, whenever
we found an effective school or an
effective department within a school,
without exception that school or
department has been part of a
collaborative professional learning
community.
Milbrey McLaughlin
All Adults are Responsible
for All Children
All of us have a stake in the
success of our children. The
pronouns must change to
“we” and “our”.
Structure
Pattern
Process
Information
Relationship
Identity
The System
Nothing above the green line can be effectively addressed
until the issues below the green line are addressed!
Relationship…
…people having access to
each other and interacting
across the structure
Three Key Components….
• Teamwork
• Use of Data
• Establishing
Measurable
Goals
Information…
The nutrient of the organization.
Information that is abundant, uncontrolled,
and available to everyone.
Information…
…From Other Sources
EFFECTIVE STRATEGIES WORK
FOR ALL STUDENTS
“…there is little evidence that
children experiencing difficulties
learning to read, even those with
identifiable learning disabilities,
need radically different sorts of
supports than children at low-risk,
although they may need much
more support.”
Snow, Burns, & Griffin, 1998, p.32
EFFECTIVE STRATEGIES WORK
FOR ALL STUDENTS
“What we know from this synthesis is that
the instructional practices that enhance
learning outcomes for students with LD
result in improved outcomes for all
students.”
Vaughn, Gersten, & Chard, (2000)
Good instruction is
GOOD INSTRUCTION!
What Type of Data is Needed to
Drive Instruction?
•
•
•
•
Social-emotional
Personnel
History
Curricular (recent reading
presentation)
• Achievement
• Big Rocks v. Little Rocks
• Etc.
What other types of data is needed at your site?
“The reason I work hard is because
my teacher demands it”
Percent responding Yes
30%
25%
20%
15%
10%
5%
0%
AfAm
16%
White
28%
Latino
18%
Asian
20%
Others
23%
AfAm
White
Latino
Asian
Others
Ferguson R. Harvard University and Minority Student Achievement Network
“The reason I work hard is because
my teacher encourages me”
Percent responding Yes
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
AfAm
46%
White
31%
Latino
41%
Asian
31%
Others
37%
AfAm
White
Latino
Asian
Others
Ferguson R. Harvard University and Minority Student Achievement Network
Steps in Designing Standards-Based &
Student-Based Assessment
1.
2.
3.
4.
5.
Target the essential standards
Find interdisciplinary connections
Plan an engaging scenario
Differentiate performance tasks
Provide samples of proficient, advanced,
and progressing work
Lessons from the “90/90/90” Schools
• 90% or more free and reduced lunch
• 90% or more minority enrollment
• 90% or more of the students meet or
exceed proficiency on state assessment
Common Elements of “90/90/90
Schools
• Focus on Achievement Measurement –
honesty, not excuses
• Multiple opportunities for student success
• Weekly assessment
• Writing as lever
• External Scoring
Performance Data
Data enables the team
 establish need
 set a measurable goal
 monitor and assess achievement toward
goal
 adjust instruction
The Key to Assessment in
Professional Learning Communities
1.
2.
3.
4.
5.
6.
7.
Collaborative teams of teachers analyzing learning data
Translating data into information (i.e. attaching “meaning”)
Targeting specific areas for improvement
Collaboratively engaging in collective inquiry (i.e. best
practices)
Experimenting with “best practices” in classrooms (i.e.
action research)
Collaboratively analyzing the results of the interventions
Developing a culture where this process is cyclical,
internalized, and part of how we do business.
Dufour & Eaker
“How will we know they know?”
In a professional learning community,
collaborative teams engage in deep,
substantive discussions about assessment
of student learning resulting in the
development of collaboratively developed
common examinations among other
things.
Dufour & Eaker
Checklist for Improving NormReferenced, Standardized Test Scores
Dufour & Eaker
1. Is the curriculum aligned with the state
test objectives?
2. Is the curriculum, in fact, being taught?
3. Do students have the opportunity to
practice the kinds of knowledge, skills, or
processes they will have to demonstrate
on the tests?
Checklist for Improving NormReferenced, Standardized Test Scores
Dufour & Eaker
4. How do we assess what students are learning
and what they can do prior to taking the
standardized tests? What plans are in place to
focus on areas in which students are weak?
5. Have we disaggregated test results from
standardized tests by grade level, subject
area, and , most importantly, individual
classrooms? Have we identified pockets of
low scores?
Checklist for Improving NormReferenced, Standardized Test Scores
Dufour & Eaker
6. Have we analyzed test results to the
degree that we can identify test
objectives on which individual students
score poorly?
7. Does each school have a plan for
focusing on individual students who
aren’t learning? In other words, has each
school developed a “pyramid” of
interventions?
Checklist for Improving NormReferenced, Standardized Test Scores
Dufour & Eaker
8. Are test results analyzed by teams of
teachers in order to identify high-priority
goals for the school improvement plan?
If all of the goals of the school
improvement plan were achieved, to
what degree would it significantly change
student achievement data?
Checklist for Improving NormReferenced, Standardized Test Scores
Dufour & Eaker
9. Are staff development funds tied to
individual school improvement plans? In
other words, are resources made
available to individuals and schools in
order to successfully carry out the school
improvement plan?
Measurable Goals
1.
2.
3.
Specific and measurable goals give a constancy of
purpose at the classroom level
Specific Goals
4 convey a message directly to teachers that they
are the experts on improvement in their classroom
4 provide a basis for rational decision making, for
ways to organize and execute their instruction
4 enable teachers to gauge their instruction
4 promote professional dialogue
Need to be created in a climate of high expectations by
teachers without personal threat
Goals give the team meaning
Identity…
…the meaning we give ourselves; who we think we
are; who, by our actions, others say we are.
A New ERA
NCLB
President’s Commission on IDEA
Major Recommendation 1: Focus on Result – not on process.
Major Recommendation 2: Embrace a model of prevention not
a model of failure.
Major Recommendation 3: Consider children with disabilities
as general education children first.
Adequate Yearly Progress (AYP)
Eligibility Criteria
Response To Intervention (RTI)
Eligibility must be interdependent upon instructional supports and
other interventions provided through general education.
In the primary grades, students who are achieving at a low level and
who demonstrate deficits on periodically-administered assessments
should be provided with intensive, supportive instruction…there is
no reason to differentiate between low achieving students and
students with “real” learning disabilities.
An instructional support team, or early intervention model, using a
systematic individualized data based problem-solving process would
be a required component under IDEA.
A New Era
Identification Process
AYP/RTI
Multidisciplinary teams need to use multiple methods of
assessment, selected on an individualized basis, that relate to
referral concerns and that are linked to potential intervention
strategies, both instructional and non-instructional (behavioral,
motivational, social-emotional). Curriculum-based assessment
and other functional and authentic assessment methods should
be routinely included.
There is a growing body of research indicating positive
outcomes for such models when they incorporate problem
solving or Instructional Support Teams. In its reauthorization,
IDEA should encourage states and districts to expand the use
of these types of noncategorical models.
What is CAST?
NCL
CAST is an intervention/prevention service delivery B
model which incorporates all educational resources
available to serve at risk students and their families. It
is not a Special Education Program.
AYP/RTI
CAST
•enhances a student’s school experiences
•intensifies support services
•surrounds students with accelerated learning
opportunities within the mainstream of general
education
Elk Grove Unified School District
The CAST Conference
Goal: A seamless support process that delivers
services to students based on data and a plan for
student success.
CAST Conference Team Members
Classroom teacher(s), Specialists,
Administrator, RTPT, Categorical Staff
Classroom teacher reviews progress of
individual students in his/her class
Team designs immediate interventions for
identified students
Elk Grove Unified School District
Response To Intervention
Three Tiered Intervention Model
 Assessment by response to intervention
 Tier 1
 Provide classroom support
 Instructional Coach, Categorical Supports, etc.
 Tier 2
 Provide more intensive support
 Reading Lab, Extended Day, Learning Center, etc.
 Tier 3
 Consider special education
 Progress Monitoring at all levels
CAST Conference Interventions
Need
Students slightly below
grade level standards
and benchmarks
(Basic, Below Basic)
Students requiring
intense academic
interventions (Far Below)
Students requiring
social/emotional and
behavioral interventions
Intervention
Tier 1
Classroom Collaboration
Tier 2
Intensive level of
service in small
group instruction
Tier 1 & 2
Regional Services
Elk Grove Unified School District
Tier 1
Tier 1
Tier 2
GENERAL
EDUCATION
Exhausting the Resources of GenEd
Response To Intervention
Evidence
Collection
Tier
1
In-class
support
C.A.S.T./
Coop Meeting
NO
YES
Intervention?
Eligible?
Yes
IEP
Moderatemodify
Tier
2
E.L., Twilight,
Intersession, L.C.
Extended Day,
Other site support
Request assessment
SST
Highexit
Evidence collectiondegree of success?
Tier
3
Continued
concern
NCLB
Secondary CAST
AYP/RTI
 Houses (Core Teachers & Support Staff)
 Expanded ELA & Math Departments
 Reading Specialists, Coaches, Special Education, ELL,
and all other categorical supports
 Grade Level Teams
CST Baseline
Data
Evidence of
Intervention
Secondary CAST
Core with
Differentiated
Instruction
Tier
1
(Progress Monitoring)
Diagnostic
Screening
Tier
1
Intervention
Indicated
Core with Small Group
Instruction in deficit area
Benchmark
Strategic
Intense
Tier
2&
3
(progress monitoring)
Intense Intervention
Curriculum
(minimum 90 minutes)
(intense progress monitoring)
Q. How are interventions designed by
the CAST team?
A. The CAST Conference Team
identifies appropriate strategies and
interventions by using the evidence
collected through screening and
assessment. The procedures of
diagnostic and prescriptive teaching
are followed to best meet student
needs.
Elk Grove Unified School District
Differentiated
Diagnosis
FOR SCHOOL YEAR
*IN IT IA LS
S T UD E N T
ID #
03-04
C ST
SC OR ES
( N o t e if F a r,
B e l, B a s ,
P ro , A dv )
E LA
M ATH
SQ470
B
Pro
SQ660
SCHOOL __________________________________
A R EA S
O F C ST
D EF I C I T 1
P urple
Int e rv e nt io n
F o lde r
P R IM A R Y
E LL /
D IS A B ILIT Y
LE V E L
O N IE P 2
.
PR O C ESSI N G
D I SO R D ER 3
LA S T F ULL
P SYC H -ED
A SSESS
(M M / YY)
C O G N IT IV E
F UN C T IO N
C UR R E N T
LE V E L
OF
S E R V IC E
( M ins / H rs
We e k ly)
ST A N D A R D S
B A SED
G O A LS &
O B J E C T IV E S
(Y/ N )
LE V E L O F S E R V IC E
B A SED ON
E V ID E N C E
1
WA WC NA
NA
SLD
AP
FEB. 02
Avg
45x5 RC
NO
Tier 1, WA, WC,SGI
BB Pro
WA
NA
NA
NA
AP?
NA
Avg
NONE
NO
Tier 1 WA, SGI
SQ660
FB
FB
WACNSMRNA
NA
SLD
AP
FEB. 02
Avg
45x5 Math
NO
Tier 2, 150mins.
SS666
FB
Pro
WA, WC NA
L3
NA
NA
NA
Avg
NONE
NO
Tier 2, WA,WC
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
*Please Bold SpEd Students
1Wo rd
A naly-WA ,Rd Co mp-RC, Lit Resp-LR, Wr Strat-WR, Wr Co nv-WC, P alVal/Frc/Dec-P VFD, A dd/Sub/M ul/Div-A SM D, A lg Func-A F, M eas/Geo m-M G, Stats/Data A nly-SD,
2 SLD, M R, OHI, A ut. etc
3
A dito ry P ro cessing-A P , Visual P ro cessing-VP , A ttentio n-A TT, Senso ry-M o to r-SM , Co gnitive A bilities-CA
Assessment for K-3
Kindergarten
Early Mid. Late
Grade 1
Early Mid. Late
Grade 2
Early Mid. Late
Grade 3
Early Mid. Late
Phonemic
Awareness
Early
Early/Middle
Only if indicated
Only if indicated
Phonics
First assessment
Middle*
Every 6-8 weeks
until mastery
Every 6-8 weeks
until mastery
Only if indicated
First assessment:
Late
3 times a year
3 times a year
Word Recognition
First assessment:
Middle
3 times a year
3 times a year
Spelling Inventory
Encoding
First assessment:
Late
3 times a year
3 times a year
Every 6-8 weeks
until mastery
3 times a year
3 times a year
3 times a year
3 times a year
Oral Reading
Rate
(Fluency)
(Naming Speed)
Verbal Language
Scale
Assessment of
Reading
RAN
Tier 1 & 2
First assessment:
Middle
Assessment 4-8+
Grade 4
Grade 5
Grade 6
Grade 7-8+
Reading
Comprehension
3 times a year
3 times a year
3 times a year
3 times a year
Verbal
Language
Scale
3 times a year
3 times a year
3 times a year
3 times a year
Oral Reading
Only if indicated Only if indicated Only if indicated Only if indicated
(Fluency)
(Naming Speed)
Word
Recognition
Spelling Inventory
Only if indicated Only if indicated Only if indicated Only if indicated
3 times a year
3 times a year
3 times a year
3 times a year
3 times a year
3 times a year
Encoding
Tier 1,2,&3
(Elementary)
Spelling
Inventory
Encoding
3 times a year
(upper)
Phonics Survey
Only if indicated Only if indicated Only if indicated Only if indicated
Phonemic
Awareness
Only if indicated Only if indicated Only if indicated Only if indicated
Diagnostic Plan for Upper Grades
START CST Scores
Assessment of
Reading
Comprehension
Tier 1, 2 & 3
IF AT GRADE LEVEL
If Low
Oral Reading
(Naming Speed)
Word Recognition
No further assessment indicated
Work on grade-level curriculum
Verbal
Language
Scale
IF AT GRADE LEVEL
Work on vocabulary and
Comprehension strategies
If Low
Phonics Assessment
IF AT GRADE LEVEL
If Low
Phoneme Segmentation
If Low
Phonemic Awareness
IF AT GRADE LEVEL
Work on spelling, sight word
recognition, fluency, vocabulary, and
comprehension strategies
Work on phonics, spelling, sight word recognition, fluen
vocabulary, and comprehension strategies
http://www.amazon.com/exec/obidos/search-handle-form/002-8356814-0404028
Assessing Reading
Multiple Measures
Arena Press
Assessing Reading: Multiple Measures for Kindergarten Through Eighth
Grade (Core Literacy Training Series)
(Spiral-bound - February 1999)
$32.00
Necessary Instructional
Components - Reading
I. Subword processes
•
•
•
•
Phonological awareness
Orthographic awareness
Alphabet principle
Syllable awareness
II. Word processes
A.
•
•
B.
•
•
Word specific mechanism
Accuracy
Automaticity
Phonological decoding
mechanism
Accuracy
Automaticity
C.
•
•
•
•
•
•
Morphological awareness
Compound words
Syllable segmentation
Roots
Roots with affixes
Morphophonemic
transformation of words
Stress and intonational
patterns and their relationship
to spelling rules
Necessary Instructional
Components - Reading
III.
Text processes
A.
•
•
•
•
B.
•
•
Oral Reading
Accuracy
Rate
Fluency
Comprehension
Silent Reading
Comprehension
Rate
C.
Comprehension
•
•
•
•
Background knowledge
Language processes
Cognitive processes
Metacognitive strategies for comprehension monitoring and self-regulation of the
reading process
Necessary Instructional
Components - Writing
I.
Subword processes
A. Handwriting
1. Accuracy
2. Automaticity
II.
B. Keyboarding
Word processes
A.
B.
C.
D.
Orthographic awareness
Phonological awareness
Morphological awareness
Semantic knowledge
III.
Text process
A. Word level
1. Word choice
2. Fluency
B. Sentence level
1. Syntax
2. Grammatical usage
C. Text level
1. Algorithms for generating
text
2. Text structure
3. Cohesive ties
4. Psychological relevance
Necessary Instructional
Components - Writing
IV.
Executive Functions
A. Planning
1. On-line planning
2. Advance planning
B. Reviewing/Revising
1. On-line
2. Post-translating
C. Self-regulating (e.g., attention, organization, task
completion)
Individual Curriculum Adaptation Plan
Nine Types of Curriculum Adaptations
Quantity
Time
Adapt the number of
Adapt the time allotted
items that the learner is for learning, task
expected to learn or
completion, or testing.
complete.
Input
Adapt the way
instruction is delivered
to the learner.
Participation
Adapt the extent to
which the learner is
actively involved in the
task.
Difficulty
Adapt the skill level,
problem type, or the rules
on how the learner may
approach the work.
Alternate Goals
Adapt the goals or
outcome expectations
while using the same
materials.
Level of Support
Increase the amount of
personal assistance
with a specific
learner(s).
Output
Adapt how the student
can respond to
instruction.
Substitute
Curriculum
Provide different
instruction and
materials to meet the
learner’s individual
goals.
Elements of Success
• System Approach
• Focus on Student
Learning
Diagnostic
Progress Monitoring
Summative
• Staff Dissatisfaction with
student performance
• Selection of a ResearchBased & Proven
Intervention
• District Coordinator &
Leadership
• Professional
Development Linked to
Curricular intervention
• Development of Staff
Curricular Knowledge &
Pedagogical Skill
• Principal Leadership
• School Coordinator
• In-Class Coaching