Transcript Response to Intervention (RtI) in Middle and High School
Response to Intervention (RtI) at the Secondary Level
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Big Ideas about Today’s Presentation
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.
We’re shifting “Interventions” focus
inclusive.
from reactive, punitive, and/or restrictive to proactive, preventative, We have the
tools gap
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and we have
experience
, but there is a
Without Problem Solving
Special Education General Education
Sea of Ineligibility
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 • 69.2% of adolescents graduate; 51.2 % of students Black; 55% Hispanic • Students who stay “on track” in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate – ( Diplomas Count 2009," the fourth annual report on graduation rates by Education Week)
Student Profiles
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• “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
Amount of Resources Needed To Benefit
General Education
Severity of Educational Need or Problem General Education with Support
What is NOT RtI: It’s not your father’s Oldsmobile
1. It’s Not About SE Eligibility (e.g., pre-referral intervention, old team-new name).
with a new label 2. It’s Not About SE “Business as Usual” programs that meet the needs of adults more than students.
with 3. Expecting GE Teachers to meet the needs of ALL students (180 students-180 different interventions).
Difference Between Elementary and Secondary
• • Elementary: Focus on basic skills (learning to read) – Secondary Focus on content (reading to learn) Elementary: One to two teachers – Secondary: Five to seven teachers
Difference Between Elementary and Secondary
• • Elementary:Reading and Writing – Narrative – Secondary: Reading and Writing-Expository Elementary: Validated Level 1 skill programs – Secondary: Lack of validated Level 1 content programs
What students may need RtI at the Secondary Level?
• • • • Students who do ‘okay’ early on but have problems when expectations change Students who did not get good early intervention Problems with vocabulary ‘accumulate’ Wide range of problems: some still struggle with early skills, others have comprehension difficulities
Bridging the Gap
Problem Solving Steps
Problem Identification
What is the Problem and Is it Significant?
Plan Evaluation
Did our plan work?
Problem Analysis
Why is it happening?
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
Information Explosion/ Instructional Time Dilemma 1960 1980 Time Content 2000
Tier One
Universal Instruction
Is your district meeting AYP at 80%?
Large Group Illustration
• • • • Is our initial instruction meeting the needs of enough students?
Historically, there hasn’t been a target on acceptable success rates.
– Some kids were successful – Some kids weren’t Kids who were not successful got different programming through different programs Screening was haphazard
Large Group Illustration
• • • We have a new assumption to start from: All kids successful A rate of 80% has been suggested by many researchers and policy makers nationally, as the rate needed for Initial Instruction The number of kids in strategic or intensive programs can vary based on available resources, 20% seems reasonable
Basics of Universal Screening-
• Given to everyone • Critical Skills (using a scientifically-based measure) • Brief • Repeatable • Cheap and easy to administer and score • Tells us who needs more assessment
Basics of Universal Screening
• Typically done three times per school year to determine which students are at risk for failure.
• Interventions or differentiated instruction based on assessment results can then be given to these students.
-Tier One
PLUS …
-Small Group Interventions -For at-risk students -I ncludes programs, strategies, and procedures designed and employed to
supplement, enhance, and support
Tier 1.
Tier Two
Tier Two 5-10% of All Students
Tier Two
Supplemental Interventions
Hypotheses
– That the students require additional time for direct instruction – That the focus of the curriculum must narrow in order for students to gain the skills
Characteristics of
Tier Two Interventions
• Available in general education settings • Opportunity to increase exposure (academic engaged time) to curriculum • Opportunity to narrow focus of the curriculum • Sufficient time for interventions to have an effect (10-30 weeks) • Often are “standardized” supplemental curriculum protocols
Tier Three
-Tier One
PLUS …
-Tier Two
PLUS …
-Intensive interventions -Specifically designed and customized interventions -Very small groups of students
1-5% of All Students
The Performance Gap
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11 10 9 8 7 6 5 4 3 Years in School
The University of Kansas Center for Research and Learning
The Performance Gap
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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 Skills
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Infrastructure Supports Existing Support
Infrastructure Support • Flexible Scheduling • Planning Time • Professional Development Time • Extended Learning Time • Smaller Learning Communities
Years in School
The University of Kansas Center for Research and Learning
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Grade Level Expectations Demands Skills
The Performance Gap
Instructional Core System Learning Supports Infrastructure Supports Current Supports System Learning Supports
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Progress Monitoring Data-Based Decision Making Problem-Solving Instructional Coaching Professional Learning Years in School
The University of Kansas Center for Research and Learning
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Grade Level Expectations Demands Skills
The Performance Gap
Instructional Core System Learning Supports Infrastructure Supports Current Supports
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Instructional Core Motivation/Behavior Supports Smarter Standards Based 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?
Plan Evaluation
Did our plan work?
Problem Analysis
Why is it happening?
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?
ICE SCRAPER
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
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.
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
Screen and Monitor
• • Screening & Prediction – State Assessment – *Word/Passage Fluency – *Correct Word Sequencing Progress Monitoring – Comprehension Measure – *Three Minute Maze Test *progressmonitoring.org (Espin et al.)
Secondary Intervention and Progress Monitoring
• Research by S. Vaughn – Tier I: • Require Prof.Development for Content Teachers on Effective Practices in Reading and Comprehension of Academic Texts and Vocabulary/Concept Development
Intervention/PM continued
• Tier II: – Teach Word Level Skills – More Intensive – Supplemental Instruction in Comprehension and Vocabulary – Facilitate Their Use in Tier 1 Activities
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
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 ~5% ~15% ~80% of Students
After Screening
Then ask… Five important questions about literacy supports!
5 Key Questions
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What happens for those students who are reading below the 4 th level?
grade What is in place across a school staff to ensure that students will get the ‘critical’ content in spite of literacy skill?
What happens for students who know how to decode but can’t comprehend well?
What steps have been taken to ensure that powerful learning strategies are embedded across the curriculum?
What happens for students who have language problems?
Improving Content Area Instruction in General Education: WHAT?
• • • • • Consider a Common –
Scientifically Based Core Language Arts Program
Increase Access to –
Strategic Instruction Model (SIM)
Build –
Common Assessments in Content
Provide Staff Development Around –
Effective Grading Systems
Train and Support School-Wide and Within the Class –
Effective Behavior Support
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.
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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
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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 2 LAST UNIT
/Experience Growth of the Nation
8 UNIT SCHEDULE
1/22 Cooperative groups over pp. 201-210
5 1 UNIT MAP 4 BIGGER PICTURE
The roots and consequences of civil unrest.
NAME DATE
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The Causes of the Civil War was based on Sectionalism 1/28 Quiz 1/29 Cooperative groups over pp. 210-225 pp. 201-236 emerged because of became greater with
NEXT UNIT
/Experience The Civil War was influenced by Leaders across the U.S.
"Influential Personalities" 1/30 Quiz 2/2 Cooperative groups over pp. 228-234 Differences between Events in the U.S.
2/6 Review for test 2/7 Review for test 2/6 Test
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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?
descriptive compare/contrast cause/effect
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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
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Welcome to Expanding Academic Opp ortunities Teacher: Mrs . Hernandez By the end o f this class, you will be able to:
Read long mult i-syllabl e words. Understand wha t you read. Use strategies to analyze what yo u read such as: Paraphrasing Visual Imagery Self Questioning Learn to use new voca bulary words. Read aloud smo othly and with expression Write complet e sentences and well organized paragraphs Take reading tests wit h confidence and perform well on those tests
Accomplishing this will requ ire cooperation
Think o f this class like a challenge course in the forest. You will have to work hard independentl y, but you will also have to work effectively with other students and with m e.
Evaluate Components of Syllabus
Guide lines for Success
Winners make their own luck. They achieve.
It takes:
P
reparation
R
esponsibility
I
ntegrity
D
edication
E
ffort to be successful!
Classroom Rules:
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.
Activities
Winners participate and strive to ACHIE VE. The ACHIEVE approach will teach you exactly what you have t o do in each type of classroom activity. For now, jut be aware that each activity below wil l include very specific information for you about how to be succeed in this class.
Grades Winne rs know that you have to keep score.
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 total 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 better than B-) Each compliment adds one point. Each Rule Violation costs one point. 2.
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Your written work is worth a tot al of 30%. Your performance on Mastery Checks is worth 20%.
Classroom Procedures Entering the Classroom:
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Be in the roo m before the bell rings. 2.
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Have your fold er ready. Begin work on th e activity on the board or left on your desk. Quietly work o n this activity until I signal for your attention.
Tardy 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 rep orted to the attendance office according to s chool policy. Paper/Pencil: 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 Assignments:
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.
Turning in assignments:
Turn in your completed work to the tray on the counter by the door labeled Period Two.
Returning assignments:
Graded w ork will be returned to your folder.
Findin g out grade status in class:
A grade printout will be placed in your folder every week. This will show your current grade in the class, any missing assignments, and a progress report showing your current reading level.
Your responsibi lities after an absence:
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 to make up your work as the number of days you were absent. If you were absent on Monday and Tuesda y, you will have to finish your make-up work and turn it in on Friday. Always be in class if you are not seriously ill!
Communicati on procedures with parents/guardians
Show your weekly grade print out to a parent or guardian each week. You will get three bonus points for each week you return a weekly grade print with a parent or guardianÕs signature.
Ending c lass:
One minute before the end of class, I will ask you to return to your assigned seats for final announcements. You will be excused by rows, after the bell rings.
Consequences for Classroom Rule Violations
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.
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Parental contact Change in seating assignment Time owed after class 5.
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Detention Office referral If you ever feel that the enforcing of rules and consequences is unfair, you have the right to make an appointment to discuss the situation. I will be as neutral as I can in hearing your complaints or comments.
Consequences for Code of Conduc t Violations
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 administrator to 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.
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
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• 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
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 Class Discussions REWARDS comp questions Novels REWARDS Positive teacher feedback Grades 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
Houston County H.S. SET Results
100 90 80 70 60 50 40 30 20 10 0 E xp ec ta tio E ns xp D ec ef in ta ed tio ns Ta R ug ew ht ar d V S io ys la te tio M m ns on S ito ys rin te g & m D ec is io ns M an ag em D is en tri t ct S up po rt
SWPBS Feature
M ea n Fall 2003 Winter 2004 Fall 2005 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
2.5
2 1.5
4 3.5
3 1 0.5
0 September October November December January February March April May 02-03 03-04 04-05 05-06 June Months Generated 8-02-06
6 + Referrals to Office 2 to 5 Referrals to Office 0-1 Referrals to Office
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 2002-2003 21.00% 33.00% 46.00% 2003-2004
Year
2003-2004 16.00% 25.00% 59.00% 2004-2005 2004-2005 13.13% 23.47% 63.40%
(02-03 compared to 03-04 X2 = 53.199, df = 2, p = .000) (03-04 compared to 04-05 X2 = 6.324, df = 2, p = .042)
Practice
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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
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Teachers were not able to sustain, teachers did not remember to conduct drawings.
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We can use department chairs to provide reminders and support to staff (System)
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 ~3 ~3
Fall 2003 Fall 2004
~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.
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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?
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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?
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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?
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No, 34% of students were involved in HE; Universal not targeted problem.
Lessons Learned
• • • A targeted, sustained commitment (3-5 years) by school and district administrators and large majority of staff is required to impact the targeted outcomes and build capicity Decision-making team structures must be established to drive the change (independent of persons/personalities) Resources to launch and sustain the initiative must be committed and protected (to weather points of resistance and stall)
More Lessons
• • The impact of adding a new initiative on top of other initiatives must be carefully analyzed. Start-up must be delayed until the new initiative can be given sufficient time, energy, and sustained commitment Improving student outcomes involves much more than simply providing professional development on targeted interventions
Plan Evaluation Outcomes Form
STUDENT TC EC NW SK AW DV CO GE KK EE OB TC CO JZ TC CH OB JM DV EC KH KK CO GE MC JM CB OB TC 9/27 9/27 10/4 10/4 50% 64% 78% 70% 10/4 10/4 50% 10% 10/4 76% 10/12 70% 10/12 62% 10/18 70% 10/18 50% 10/18 65% 10/25 50% 10/25 75% 11/1 11/1 70% 70% 11/1 11/1 11/1 11/1 11/1 11/1 11/8 11/8 77% 60% 60% 64% 73% 55% 66% 75% 11/8 11/8 75% 50% 11/15 80% 11/15 70% 11/15 55% IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN 10/4 10/4 80% 80% IN IN 10/12 100% OUT 12/12 100% OUT 10/12 65% 10/12 80% 10/12 80% 10/18 90% IN OUT OUT OUT 10/18 58% 10/25 80% 10/25 85% 10/25 85% IN IN OUT OUT 11/1 90% OUT 11/1 100% OUT 11/8 90% OUT 11/8 100% OUT 10/12 85% FLEX 10/12 81% 10/18 75% 10/25 85% 11/1 90% OUT IN OUT OUT 11/8 11/8 11/8 11/8 85% 85% 55% 85% OUT OUT IN OUT 11/18 90% OUT 11/8 100% OUT 11/8 50% IN 11/15 73% 11/15 60% IN 11/15 90% OUT OUT 12/6 100% OUT 12/6 100% OUT 12/6 100% OUT 11/15 80% IN 11/15 100% OUT 12/6 100% OUT 12/6 85% OUT 12/6 82% OUT 10/25 85% OUT