Transcript Presented by Operation Student Success October 4, 2012

WELCOME LPS COLLEAGUES!
We are glad you are here!
Please enjoy coffee and a breakfast
treat (compliments of St. Mary’s
Cultural Center)
Find your school’s table area and
choose a seat
Enjoy your colleagues…we will begin
shortly
OSS:
Operation Student
Success
OCTOBER 4, 2012
WELCOME!
 Morning Session
8:30-11:30 a.m.
 Lunch
11:30-1:00 p.m.
 Afternoon Session
1:00-4:00 p.m.
 Please take care
of your needs
throughout the
day.
 Please return
from breaks and
lunch promptly
 Enjoy your
colleagues and
your day
together!
GOALS FOR TODAY…
 Inform and Inspire!
 Share the purpose, work and research of the OSS
(Operation Student Success) Team
 Learn about the framework of a multi-tiered support
system (MTSS)
 Review of Quality Core Instruction
 Provide interactive opportunities to:
*Collaborate with colleagues
*Learn about research-based interventions
you can utilize with struggling learners
*Redefine and reinvent our thinking around
RTI/MTSS and special education
OSS: OPERATION STUDENT SUCCESS
Our original goal:
By 2014 ,we will successfully
implement a comprehensive,
systematic intervention
process for struggling learners
in all K-4 schools.
 What does this mean?
 How will we get there?
OSS: OPERATION STUDENT SUCCESS
TEAM MEMBERS
 Great cross representation of staff:
We are
all of
you!

Classroom Teachers

Elementary Support Teachers

Resource Room Teachers

Speech / Language Teachers

Psychologist/SSW

LEA Leadership

Building Principals

Members of the Academic Services Department
 Each school has a representative on the
team
WE ASKED OURSELVES THREE
QUESTIONS…
 What hopes do you have for our
work together? What do you hope
we will accomplish?
 Why is this work important?
 How would you describe the work
of OSS to your colleagues?
WHY IS THIS WORK
IMPORTANT?
T
B
e
e
a
l
m
i“This
e
f
s
work is important because we
have a responsibility to all children
to help them be the best learners they
can be. They need to know that we
care about them.”
“ It is best practice to support the
learning needs of all students and
prevent early learning failure.”
T
e
a
m
B
“In
order to reduce the achievement
e gaps that exist among subgroups of
l students, it is essential that we have a
i systematic process that provides
e interventions to fill in the learning
f gaps that exist…”
s
“We have fewer resources, more
struggling learners, and an increase
in the academic requirements for all
graduating students.”
a
B
“This
work is important because I
e don’t want to see any more students
l slip through the cracks.”
m
i
T
e
“This work is important because it
e
provides a common intervention
f
model to help support all Involved.”
s
“Lives are at stake! Children’s future
quality of life depends on the
foundation we give them early on.”
WHY?
External
guidelines
for schools
 Multiple levels of support are
mandated by the No Child Left
Behind Law
 Focus Schools legislation requires that
a MTSS be in place
 IDEA & related state special
education laws regarding Learning
Disability designation require that
interventions be implemented and
documented before special education
referral.
Supporting all learners early and in a
diversified way fits with our core beliefs.
OPERATION STUDENT SUCCESS
OBJECTIVES
Learners
benefit
 1. Struggling learners will be identified
for early intervention and will receive
support for their unique learning needs.
 2. Staff, parents and administrators will
have a process and a model to use which
supports struggling learners.
Adults
benefit
OPERATION STUDENT SUCCESS
OBJECTIVES
Meet needs
in most
appropriate
ways
 3. There will be a gradual reduction in
student identification rates for Learning
Disabilities and Speech & Language, as
well as a gradual reduction in the
number of hours students spend in
special education in order to better match
state targets, and student individual
needs.
 4. All staff are responsible for the success
of all students.
All of our Kids
are ALL of OUR
kids!
OSS
“Start by
doing
what’s
necessary,
then do
what’s
possible;
and
suddenly,
you are
doing the
impossible.”
Internal
Review
External
Review
Research &
Reading
INTERNAL REVIEW…
Gathering feedback & ideas from each of our
schools…
 We asked OSS team members to share
their EPT/IST process & bring examples of
forms used by their building IST / EPT
teams.
 We asked team members to share the
greatest challenges their school & IST/EPT
are facing.
 We asked what steps and processes have
been put into place to support struggling
learners.
KEY
FINDINGS…
 Everyone is working hard and in the best
interest of students! 
 Process and paperwork varies from school to
school
 Many schools are struggling with:
* how to support struggling learners,
specifically—interventions, materials, time
AHA!
*the new SLD guidelines and requirement
of interventions and progress monitoring
*data collection, management and review
*time for collaboration with colleagues
 Schools are feeling a sense of urgency on
this issue, and would like to share ideas,
processes and programs
This is what we learned about
ourselves and others…
EXTERNAL REVIEW
Gathering information and ideas from
districts around us…
 We looked to other districts to learn about their
process for developing multi-tiered support
systems, and their process for meeting the
needs of struggling learners.
 OSS team members interviewed staff from
other districts and shared their learning with
our team.
 Some of the other districts include: Airport,
Southgate, Dearborn, Flushing, Walled Lake,
Wayne Westland, Ann Arbor, Northville,
Plymouth-Canton and Crestwood.
KEY
FINDINGS…
 Every school district visited or
contacted is utilizing some form of
RTI or MTSS either district-wide or
within individual schools.
 Many common elements exist, yet
each is unique to the district/school.
 Common elements:
*Use of a tiered intervention model
AHA!
*Use of a universal screener to ID
neediest learners
*Implementation of interventions
(looks very different in each
location)
*Progress monitoring and review of
student achievement data to
determine movement between
“tiers”
RESEARCH & READING…
New Learning
was a part of
every
meeting…
Books…
 Mary Howard: RTI Framework
 Jan Richardson: The Next Steps in Guided
Reading
Articles…
Richard Allington, “What At-Risk
Readers Need,” Educational Leadership,
March, 2011
Peter Hill and Carmel Crevols,
“Reaching Struggling Learners with New
Intervention Models,” Leadership Compass,
Fall 2006
Patricia McRae, “The Plane Ride,”
Principal, November / December, 2011
KEY
FINDINGS…
AHA!
Reading and Research…
… RTI / MTSS has great potential for
making effective, excellent literacy
instruction a collaborative venture in
our schools.
… RTI / MTSS has solid research
underpinnings.
… RTI / MTSS replaces the old “wait to
fail” model with early interventions,
starting with the classroom teacher.
… In the RTI framework the regular
classroom teacher is integral to the
instructional progress of all students,
regardless of other supports in place.
YOUR THOUGHTS…
 Find your hand out entitled “My
Personal RTI Reflections.” This is a good
place to jot down any observations, notes,
or questions about today.
 On the back of this page, please respond
to the following two questions…
1. Why it is important for us to be
focused on meeting the needs of
struggling learners?
2. What does it mean to you when
you hear “All of our kids are all of
our kids?”
DREW DUDLEY
 http://youtu.be/hVCBrkrFrBE
Leading with Lollipops
Pick a lollipop…Walk & Talk…Return to Share
Welcome to
RtI Land,
a land of triangles,
circles, swirls, data,
interventions,
technology, systems,
and student success!
MTSS
DEFINED…
MTSS
means ..
Multitiered
Support
Systems.
 MTSS is a coherent continuum of
evidence based, system-wide
practices to support a rapid
response to academic and
behavioral needs, with frequent
data based monitoring for
instructional decision-making to
empower each student to achieve
high standards.
MTSS
How does
a MTSS
benefit
students
& staff?
 MTSS is a way for schools and districts to
step back and make sure that four things
happen from a very coordinated standpoint.
1. Students who need additional support are
identified early.
2. Students identified as needing more
support are provided support targeted at
their specific needs using sound
instructional programs or strategies.
3. Students’ progress is monitored frequently
so we know if we are on track with our
efforts.
4. Teachers and schools are using the data to
change the path when needed and they
have a formal system of support to assist
with these changes.
Intensive, individualized support
targeted to the specific needs of
students faltering academically.
An instructional safety net that
works in concert with Tier One to add
instructional intensity to the day.
The universal tier that occurs
in the general education
classroom for all students and
is provided by the classroom
teacher.
1% to 5%
FEW
SOME
ALL
5% to 15%
100% of
Students
• Individualized instruction
• Groups of one to three
• Alternate location (not in classroom).
•
•
•
•
Targets specific areas of need
Occurs in addition to (not instead of )
quality core instruction
Occurs in classroom or other learning area
Small group setting.
• Quality Core Instruction
• Differentiated Instruction
• Classroom Based
1% to 5%
FEW
SOME
ALL
5% to 15%
100% of
Students
KEY COMPONENTS OF
MULTI-TIERED SUPPORT SYSTEMS (MTSS)
 Tiered levels of support based on student need
 Begins with a strong Tier 1…every student, every
classroom

Quality Core Instruction

Effective Instructional Practices

Use of universal screeners to determine student need

A system for monitoring progress
 Tier 2 provides additional support and intervention, in addition
to all a student receives in Tier 1.
 Tier 3 provides intensive intervention, outside of the classroom
and in addition to the strong foundation provided in Tier 1 and 2.
DEMYSTIFYING MTSS
What it isn’t
What it is
 Single –tiered
 Multi-tiered
 Special education initiative
 General education initiative
 Emphasis on problems
 Emphasis on solutions
 Wait-to-Fail Model
 Early intervention perspective
 One –shot assessment
 On-going assessment
 Hit and miss instruction
 High Quality Instruction
 Reactive
 Proactive
 A single person’s job
 A Building Team’s job
It’s not GENERAL EDUCATON.
It’s not SPECIAL EDUCATION.
IT’S
EDUCATION
FOR ALL!!!
MODIFICATIONS
ACCOMMODATIONS
& INTERVENTIONS
Modifications
change the
playing field.
Accommodations
level the playing
field.
Interventions
enhance the
playing field..
 A modification has to do with
adjusting the content so that students
will be successful. “WHAT” content is
taught.
 An accommodation is a physical or
environmental change that ensures
success that will be unlikely
otherwise. “HOW” content is taught.
 An intervention refers to a specific
action teachers consciously take as a
preventative measure or to support
students at risk of failure.
“SPECIFIC INSTRUCTIONAL
STRATEGIES.”
 Examples of each…
REFLECT AND SHARE
DISCUSS THE PREVIOUS IDEAS WITH YOUR SCHOOL TEAM.
MTSS
Universal
Screener
A Key
Component…
UNIVERSAL SCREENER
TEAM OBJECTIVES
 The universal screener should
put no additional burden on
classroom teachers related to
time, effort, or training.
 The assessment should be
quick, give immediate feedback
and provide useable results.
UNIVERSAL SCREENERS
Fall (1st two weeks Winter (January)
of Sept.)
Spring (April)
Kindergarten
Letter
Letter Name
 Name
Recommendations
Letter Sound
Letter Sound
Dictated Sentence

High Freq. Words
Letter Name
Letter Sound
Dictated Sentence
High Freq. Words
1st Grade
Word Inventory
Kdg.High Freq.
Words
Dictated Sentence
Word Inventory
1st grade High Freq.
Words
Word Inventory
1st grade High
Freq. Words
Dictated Sentence
2nd Grade
Word Inventory
1st grade High
Freq. Words
MAZE Level I
Word Inventory
2nd grade High Freq.
Words
MAZE Level J
Word Inventory
2nd Grade High
Freq. Words
MAZE Level L
3rd Grade
Word Inventory
2nd grade High
Freq. Words
MAZE Level M
Word Inventory
MAZE Level N
Word Inventory
MAZE Level O
MAZE COMPREHENSION PASSAGES
Fall (1st two weeks
of September)
Winter (January)
Spring
(April)
2nd Grade
The Missing Cat – S.
McCloskey (Level I)
All About Dolphins –
K. Diaz (Level J)
Good Friends – E.
Rose (Level L)
3rd Grade
The Costume Party –
S. Fear (Level M)
Chester Greenwood’s
Big Idea –C.
Economos (Level N)
A New Skatepark –
A. Smith (Level O)
4th Grade
Beavers – B. Randall
(Level P)
The Game of Soccer
– J. Giles (Level Q)
A Great Sense of
Smell – A. Smith
(Level Q)
SAMPLE MAZE PASSAGE
Curriculum-Based Measurement: Maze Passage: Examiner Copy
Student/Classroom: _____________________ Examiner: ____________
Assessment Date: _______
The Missing Cat
Susan McCloskey
"You don't want that food, do you, Hugs?" Meg said. "Do you want chicken
(today)?"
Meg gave Hugs a new can (of) cat food. But he still did (not) eat.
"Hugs won't eat!" Meg said (to) Gram. "He won't eat the chicken (or) beef. He
doesn't want
the turkey (or) the turkey with cheese. He won't (even) eat the tuna!"
"I can see (that)," said Gram.
"But Hugs loves to (eat)," said Meg. "He never leaves a (bit) of food in his dish."
"He (must) feel sick," said Gram.
"Oh, no! (Poor) Hugs!" said Meg. "Will he be (okay)?"
"Let's call Dr. Jan, the vet," (said) Gram. "She will know what to (do)."
REFLECT AND SHARE
Turn and talk with a neighbor.
Share what you believe is the purpose of universal screeners.
Which assessments are you already giving?
Which ones might you need help with?
BREAK
Please return in 10 Minutes.
www.online-stopwatch.com
TIER ONE
QUALITY CORE INSTRUCTION
A green thumb is nothing more than hard work and
the desire to make things grow.
OSS PILOT SCHOOLS
2012-13
 Buchanan
 Cleveland
 Grant
 Roosevelt
Go for it!
LUNCH
Please return
promptly, ready to
begin at 1:00 PM.
FCRR
Florida
Center
for
Reading
Research
Presented by
Members of
the Buchanan
& Cleveland
Staffs
SO YOU’VE DONE THE
UNIVERSAL SCREENERS,
YOU’VE IDENTIFIED YOUR
STRUGGLING STUDENTS, AND
YOU’VE TARGETED THEIR
AREAS OF NEED.
What’s
Next??
NOW WHAT?
FLORIDA CENTER FOR READING RESEARCH
 www.fcrr.org
 This is an evidence based, highly
effective set of activities and games
that students can use to increase
their skills in the following areas:
GRADES K-1
 Phonological Awareness
 Vocabulary
 Comprehension
 Fluency
 Phonics
GRADES 2-3
 Phonics
 Fluency
 Vocabulary
 Phonemic Awareness
 Comprehension
GRADES 4-5
 Comprehension
 Fluency
 Vocabulary
 Advanced Phonics
EMPOWERING TEACHERS … FCRR
em·pow´er·ment
to equip or supply with an ability; enable
This website is a resource for kindergarten through third
grade teachers.
You will find –
• Information on the building blocks of reading
• What reading skills should be taught and mastered in kindergarten and first grade
• How to measure reading skills
• How to use reading assessment results to guide your reading instruction
• How to determine effectiveness of your reading instruction
We empower you to use this information in making
sound instructional decisions to improve reading
outcomes.
Phonemic Awareness Instructional
Routines
Kindergarten
First Grade
Words
*
Syllables
*
Rhyme
*
Phoneme Isolation
Phoneme Blending
Phoneme Segmenting
*
Use the Kindergarten routine for First Grade
LINKING TO THE UNIVERSAL
SCREENER
 Areas Screened:
… Letter ID
… Letter Sounds
LINKING TO THE UNIVERSAL
SCREENER
Reading Comprehension
HOW CAN I MAKE ALL OF
THESE INTERVENTIONS
AND WHERE DO I STORE
THEM?
MANAGEMENT - BUCHANAN
MANAGEMENT CLEVELAND
INTERVENTION CENTRAL
 Waterford: (waterford.org)
 Raz Kids: (raz-kids.com)
 Learning Games For Kids:
(www.learninggamesforkids.org)
 Easy CBM.com (www.easycbm.com)
 X-tra Math: (www.extramath.org)
GRADE LEVEL
COLLABORATION
 After the break,
please return and
find a spot at one
of the tables
identified for your
grade level/role.
 Share ideas with
one another, and a
scribe will collect
them to share with
your group.
 We will gather
back together as a
group at 3:30 p.m.
Interventions &
Inspirations!
 Share an intervention you have
used with a struggling reader who
was not meeting grade level
benchmarks.
 Share an intervention,
accommodation or modification you
have utilized with learners in your
classroom who were struggling with
a specific EDM concept.
 Share an student success strategy
you have used to help motivate a
struggling or reluctant learner.
The wisdom is in the room!!
DO
YOU
BELIEVE?

http://youtu.be/HAMLOnSNwzA