pbis coaches conference october 2010 lisa bates, sally helton, jon potter, dean richards & tammy...

PBIS Coaches Conference October

2010Lisa Bates, Sally Helton, Jon

Potter, Dean Richards & Tammy Rasmussen

PART 2

PIBS

MONTHLYProgress Monitoring

MONTHLY

School-Wide

QUARTERLY

SCHOOL-WIDE / GLOBAL

-Looks for Patterns in Student Behavior

-Implements Prevention Throughout School

SCHOOL-WIDE / GLOBAL

-Looks for Patterns in Student Academic Performance

-Implements Prevention In the CORE Throughout School

INTERVENTION FOCUS

-Places & Monitors Students in Academic, Behavioral, and Attendance Interventions

-Problem Solving

-Progress Monitoring

Intensifying/Exiting/Referring to SPED

TEAMING

School-Wide Meetings

• Who is involved?• How often do they occur?• Why do they occur?• How do you use the data?• What are the outcomes?• What are the barriers?

Who is involved?

• Administrator • Classroom Teachers representing

grade levels or subject areas • Instructional Coordinator/Reading

Specialist• School Counselor/Psychologist• Learning Specialist• ELD Teacher

How often do the meetings occur?

• At least three times a year (early fall, at the end of the first, second and third quarters)

Why do they occur?

• To review the effectiveness of CORE instruction for ALL students

• To review how subgroups are performing

How do you use the data?

• What data are needed?– Achievement data• Maze• OAKS• ELPA• ACT• MAP

– Grades– Attendance– Behavior referral data (SWIS)

School-Wide Guidelines

• Examine the data– Are 80% of more of your students

meeting benchmark?– Are all subgroups making growth?– Have you set ambitious goals for next

quarter?

Examine Grades

Examine OAKS

Examine Maze Data

If not at 80%, ask questions

• System components (Reading)– Are all teachers using the program with

a high degree of fidelity?– Is instructional time protected?– Is the instructional block time sufficient?– Are students grouped appropriately?–What are homework policies,

expectations, and support?– Does the school have a grading policy?

If not at 80%, ask questions

• Instructional components– Are cross content strategies utilized?– Do active engagement strategies need

to be increased?– Are IES recommendations being used?• Vocabulary• Comprehension• Motivation• Discussion of extended discussion of text

If not at 80%, ask questions

• Attendance – Is there a clearly articulated attendance

policy?– Is there sufficient outreach to families

and a welcoming attitude toward all students?

If not at 80%, ask questions

Behavior• Are you effectively implementing

PBIS?• School-Wide behavior policy?• Consistent classroom management system?• Behavior curriculum?• Expectations posted?• Incentive system?

What are the outcomes?

• Create an Action Plan–Who–What–When– How

• Develop a measureable goal– Increase percentage of students

meeting benchmark from 60% to 75%.

What are the barriers?

• Research based core implemented• Organized Data• School Culture and Teacher Practices• Schedules• Cross-Content strategies utilized

School-Wide Activity

Intervention PlacementMeetings

• Who is involved?• How often do they occur?• Why do they occur?• How do you use the data?• What are the outcomes?• What are the barriers?

Who is involved?

• Administrator • Classroom Teachers representing

grade levels or subject areas • Instructional Coordinator/Reading

Specialist• School Counselor/Psychologist• Learning Specialist• ELD Teacher

How oftendo the meetings occur?

• Three times a year following the school-wide data meeting

Why do they occur?

– To determine which students are in need of interventions

– To select appropriate interventions– To schedule interventions/progress

monitoring

How do you use the data?: Prior to the Meeting

1. Identify students who need further assessment

2. Complete placement assessment3. Place students into appropriate

interventions4. Determine the progress monitoring

measure and how often the probe will be given

Identify students who needfurther assessment (TTSD)

• Students who score below 20 on the Maze assessment in the Fall

• Students who do not meet OAKS criteria• Students with 2 or more F’s or a GPA <

1.4• Students with 2 or more ODRs

D & F List

ODR List

Guiding activity

• What students do you or will you want to consider as needing interventions?– OAKS?– Maze?– ORF?– MAP?– ODRs?– Grades?

• What percent of students can you serve in interventions?

Determining what interventions students

need?• Determine the choices available– Reading Protocol– Behavior Protocol

• Conduct further assessment to place students in interventions– Placement guidelines

TTSD: Reading Protocol

Roseburg: Reading Protocol

TTSD: Middle School Placement

Roseburg: Middle School Placement

TTSD: High School Placement

Roseburg: High School Placement

TTSD: Behavior Protocol

TTSD: Behavior Protocol

What are the outcomes?

• Input student’s screening score in a data system (graph)

• List intervention on Student Intervention Profile

• Schedule interventions– Notify parents– Electives

What are the barriers?

• Resources– Times to do placement tests

• Scheduling– Highly qualified teachers– Special education teachers

• Loss of electives

Secondary RTI - Interventions

• Failure to successfully teach students to read is a failure of our promise to democracy…

Interventions for All

• Core Instruction• Common strategies for accessing text• All teachers teach Reading• All students growing academically and

personally

Factors that Affect Interventions

• Instructional organization• Staff Roles• Student Involvement• Graduation Requirements• Stakeholder engagement• Implementation and Alignment• Instruction and Assessment Resources

• For additional questions to support these factors read “Tiered Interventions in High Schools”.

Critical Features – Tier 2

Targeted Instruction for Some

• beyond the comprehensive core • explicit instruction • guided practice in targeted, key

areas • small group • use of additional instructional time

Critical Features – Tier 3

Intensive Instruction for a Few• significantly behind • critical reading skills• guided by a specific intervention program • two or more of the key foundational areas • relatively small percentage of students

In some cases, secondary students may be so far below grade-level of reading skills that very little content from the grade level core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade-level reading ability.

Effective Secondary Instruction:A Three Tier Model

• All students, IN EVERY TIER, have access to embedded literacy strategies across content areas

• Frayer Model• Anticipation Guide• Word Sorts• DR/TA or KWL• Group Summarizing• Definition Word Chart• Differentiated

Assessment

Tier II: What do students receive in addition to the CORE?

Content Literacy Strategies Across the Content Areas

Strategic Intervention Literacy Period Targeted Intervention in

addition to the Core (loss of an elective)

Target = >15% Student

Population

Tier III: What do students receive in addition to the Core?

Not a Simple Answer Content Literacy Strategies Across

the Content Areas Comprehensive reading and writing

support Mentoring and Support Additional monitoring Loss of an elective

Possible Replacement Core

Reading Protocol - TTSD

Roseburg 6-8

Current Practices for Interveningin Secondary Schools

• For: English/language Arts (LA) & Mathematics• • During: Separate class periods in lieu of electives for an entire

semester; if mastery was attained prior to the end of the semester, the remaining time was used to teach directly at the student’s skill level

• • Exiting Tiered Support: At semester breaks• • Other Options for Providing Tiered Support: Mechanisms already built

into the master schedule, such as co-lab classes, seminars, or other academic supports available during day

• • Tier 2: Large group instruction or smaller groups within a larger intervention classroom; instructional focus is on vocabulary, comprehension and study skills instruction in English/LA

• • Tier 3: Small groups or individual students; instructional focus is on acquisition of basic skills like phonics or decoding often using a published intervention program

More Intervening Practices

• Roseburg Targeted Classes for Tier 2 and 3 studentsCo-Taught Language Arts and MathAdditional period with Sped teacher /IA using an intervention

program

• TigardSoar to Success (MS) and Read 180 (HS) for Tier 2 studentsLanguage! For Tier 3 studentsCo-Taught classes

• Adlai StevensonOne period a day devoted to intervention or enrichment. Students

are grouped according to need. Lunch period becomes an intervention time

Barriers

• Scheduling• Highly Qualified teachers• Resources

Resources to Support You

• Oregon RTI Team• Reading Next• Oregon K-12 Literacy Framework• Stupski Secondary Literacy Instruction Guide• Learning Point Adolescent Literacy

Instruction Program Review• Florida Center for Reading Research• Breaking Ranks in Middle and High Schools• “Tiered Interventions in High Schools” –

Center on Instruction

“However beautiful the strategy, you should occasionally look at the results.”

--Winston Churchill,

British prime minister

Progress Monitoring

What is Progress Monitoring?

• …repeated measurement of academic performance to inform instruction of individual students in general and special education... It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.

-National Center on Response to Intervention

Progress Monitoring

Talk to a neighbor

• Do you currently progress monitor secondary students at your school/district?

• If yes:–What materials do you use?– How often do you administer them?–What decisions are made with them?

• If no:– How do you determine if your instruction

is working?

Why We Monitor Progress

+26 %ile

points

+29 %ile

points

+32 %ile

points

For your typical student that’s a gain of…

Progress monitoring serves 2 purposes:

1.Evaluate the effectiveness of ongoing interventions for cohort groups of students (evaluation of intervention)

2.Evaluate the effectiveness of ongoing interventions for individual students (evaluation of student’s response to intervention)

Purpose(s)

Cohort Groups

GOAL

Cohort Groups

GOAL

Individual Students

GOAL

May need a change. What do your decision rules say?

Progress Monitoring at the Secondary Level

Select Assessment Tools: Typically Maze

Determine Frequency: Typically every 2 weeks

Determine who will administer & score:

Varies (who has the time and expertise?)

Determine how data will be stored and who will analyze:

Varies (who are your literacy experts?)

Determine how data will be used:

Weekly progress monitoring meetings, student/parent feedback

Now that we have the progress monitor data, how do we use

it?

Monthly Progress Monitoring Meetings

• Who is involved?• How often do they occur?• Why do they occur?• How do you use the data?• What are the outcomes?• What are the barriers?

Who is involved?

• Administrator • Classroom Teachers representing

grade levels or subject areas • Instructional Coordinator/Reading

Specialist• School Counselor/Psychologist• Learning Specialist• ELD Teacher

How often do they occur?

• Typically monthly – By grade level

or

– By subject area

Why do they occur?

• To determine if students in interventions and special education are making progress

How do you use the data?: Prior to the

meeting• Sort students into three groups– Students making sufficient progress– Students who need a modification to

their intervention– Students who are ready to proceed to an

individualized intervention

How do you know when students are making

progress? Decision Rules

Meet Monthly to Consider…

1. Exiting (Intervention no longer needed)

2. Continuing (Student is making progress, but, continues to need support)

3. Intensifying & Individualizing (Intervention is not working and should be revised)

4. Referring for Special Education Evaluation (Intensive intervention is proving unsuccessful)

Exit From Intervention When:

Maze scores indicate 4 or more data points above the aimline AND are at or above the 50th percentile; AND

OAKS scores are at or above the 35th percentile

EBIS Intervention Progress Monitoring

2

45

6

12

16

20

26 25

0

5

10

15

20

25

30

35

9/15

/ 200

7

10/ 1

5/20

07

11/ 1

4/20

07

12/ 1

4/20

07

1/13

/ 200

8

2/12

/ 200

8

3/13

/ 200

8

4/12

/ 200

8

5/12

/ 200

8

6/11

/ 200

8

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Probe Name: Maze Liz Ryan

Teacher Name: Armeli

School: The School of Rock

Cor

rect

Res

pons

es/M

in.

Intervention: Language C

Intervention Change:Language C

Now that’s WORKIN’!

Continue Interventions When….

• Progress monitoring data indicate – Student is making progress (data points

are around the aimline)– Student is not yet at benchmark or other

predetermined goal

9/1/2007 10/1/2007 11/1/2007 12/1/2007 1/1/2008 2/1/2008 3/1/2008 4/1/2008 5/1/2008 6/1/20080

5

10

15

20

25

2

45

6

12

17

15

18

20

Monitoring/Correct

Monitoring/Correct

Linear (Monitoring/Correct)

Aimline

Language! C

Continue!

Intensify and individualize reading interventions when:

• Prior to the end of a student’s first semester in a reading intervention, the EBIS team will consider individualizing and intensifying the intervention if:– Progress monitoring indicates 4 data points

below the aimline (Maze).– Slope is flat or decreasing AND won’t meet

benchmark (Maze).

EBIS Intervention Progress Monitoring

2

45

6

25

0

5

10

15

20

25

30

9/15

/ 200

7

10/ 1

5/20

07

11/ 1

4/20

07

12/ 1

4/20

07

1/13

/ 200

8

2/12

/ 200

8

3/13

/ 200

8

4/12

/ 200

8

5/12

/ 200

8

6/11

/ 200

8

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Probe Name: Maze Liz Ryan

Teacher Name: Goldman

School: The School of Rock

Cor

rect

Res

pons

es/M

in.

Intervention: Soar

Intervention Change:Language C

3-4 Data Points Below the Aimline!

What can you change?

What are the outcomes?: Document the change

Individualized Meeting

• Who is involved?• How often do they occur?• Why do they occur?• How do you use the data?• What are the outcomes?• What are the barriers?

Who is involved?

• Intervention Teacher• Counselor• ELL Representative if ELL student• A Classroom Teacher• Other EBIS team members as

appropriate

How often do they occur?

• After students do not make progress in their current intervention • prior to the end of his/her first semester

in a reading intervention• typically December & May coinciding with

semester changes

Why do they occur?

• For student’s not making progress, prior to the end of their first semester in an intervention– To review student information • Progress monitoring• Problem Solving Information• Developmental History

– To plan an individualized intervention for the student

How do you use the data?: Before the Meeting

• Use pages 1 to 3 of the Individual Problem-Solving Worksheet to conduct a thorough file review

• Counselor or school psychologist uses the Developmental History to interview parents

• ELL Teacher collects all relevant learning and language information on ELL students

• Invite parents to meeting and/or solicit their input

What are the outcomes?

• Review the data• Complete the Individual Problem

Solving Worksheet (Hypothesis Page: pp. 4)

• Plan/modify individually designed intervention

What are the barriers?

• Teachers may want to refer students to special education sooner

• Not having enough data to review/paperwork not completed

• Time to meet

Refer to Special Education When……

• If prior to the end of the second semester in a reading intervention, the Maze-CBM data continues below the aimline and scores are below the 50th percentile.

• The student is making some progress in reading but the team determines that the support is so significant that the student will need continued individual and intensive instruction.

EBIS Intervention Progress Monitoring

2

45

67

6

8

25

0

5

10

15

20

25

30

9/15

/ 200

7

10/ 1

5/20

07

11/ 1

4/20

07

12/ 1

4/20

07

1/13

/ 200

8

2/12

/ 200

8

3/13

/ 200

8

4/12

/ 200

8

5/12

/ 200

8

6/11

/ 200

8

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Probe Name: Maze Rachael Cifuentes

Teacher Name: Helton

School: The School of Rock

Cor

rect

Res

pons

es/M

in.

Intervention: Language C

Intervention Change:Language C

3-4 Data Points Below the Aimline!

Next Steps

• What are your next steps for you district or school?

High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.