d richards - secondary rti · 2016. 1. 23. · academic engagement the amount of time spent engaged...

1/23/16

1

Connecting the DotsSecondary RTI/MTSS

Dean Richards

A Word About Today…

Will do•Answer all of your questions based on you specific setting•Give guidance about your resources• Schedule• Staffing• Curriculum

Won’t do•Explain that RTI is how your system shows a growth mindset•Share a system of thinking about RTI•Focus on literacy•Give some guidance on providing structure to what you already have done.

Shift in Paradigm

Invitation(Meritocracy)

Adapted from Anthony Muhammad, PhD

Guarantee(Egalitarianism)

Fixed Mindset

•Carol Dweck has found that those with a fixed mindset keep using the wrong strategy when faced with a problem.

•Then they disengage from the problem.

•They blame others or the task or other people.

1/23/16

2

Growth Mindset

•People adopting a growth mindset tend to generate other, and new, ways to do things.

•If one route doesn’t work they will try others.

•They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.

Struggle vs. Frustration

1/23/16

3

She never blamed the fish!

I

Focus on “the water”-• Instruction• Curriculum• Environment

ICEL

I – Instruction C – CurriculumE – EnvironmentL – Learner

LICE = Fixed Mindset Systems Thinking?

..

1/23/16

4

Fixed Mindset

They either get saved or they don’t

• “I taught it, they did not learn it.”• “You have to earn the grade.”• “This is a weeder class.”• “I did my job. It’s someone else’s job now.”• “Those kids just can’t do it.”• “I just don’t what else to do, call special education.”

Systems Thinking

..

We Work Together as a Pit Crew

1/23/16

5

Strong System Skills

#1 The ability to know success and failure

#2 Devise solutions

#3 The ability to implement

~Gawande

The Problem Solving Process

Improved Student

Achievement

1. Problem Identification

What is the problem?


Improved Student

Achievement

2. Problem Analysis



Why is the problem

occurring?


Improved Student

Achievement

2. Problem Analysis


3. Plan Development


Why is the problem

occurring?

What are we going to doabout the problem?

1/23/16

6


Improved Student

Achievement

2. Problem Analysis


3. Plan Development

4. Plan Implementation & Evaluation


Why is the problem

occurring?


How is it working?


Improved Student

Achievement

2. Problem Analysis


3. Plan Development

4. Plan Implementation & Evaluation


Why is the problem

occurring?


How is it working?

Data-Based Decision

Making with Decision

Rules

Ongoing & Embedded:

TrainingCoaching

Fidelity

Vision

Standards of Practice

Communic-ation

Technical & Adaptive support

LeadershipTeaming/Data-Based Decision

Making

Professional Learning & Support

RTI Essential Components

CultureHigh

ExpectationsFor ALL StudentPopulations

Data-Based Decision


Rules

Training Coaching

FidelityStandards

of Practice


Making



Core: Coordinated LiteracyEWS/Screening

CultureHigh


1/23/16

7

Data-Based Decision


Rules

Training Coaching

FidelityStandards

of Practice


Making



Core: Coordinated LiteracyEWS/Screening

InterventionsProgress Monitoring

CultureHigh


Transition Data

Defining Transition

• Transition for all verse transition for your special education students.

• Data system that allows you to analyze the needs of groups of students efficiently.

• Typically not reviewing individual students in depth

• Not a referral model where elementary or middle school teachers develop a list of students who need support. Data leads the conversation.

1/23/16

8

Why

Resource Allocation

When?District Provides to Receiving School Receiving School Actions Sending School Actions

Late February

Approximate numbers of students in intervention provided to receiving school

Support Master Schedule building

Late February to Mid March

Plan staffing and Master Schedule

Counseling Secretary: Roll over all students (Core ELA) to next math course in sequence

One Week After the End of Qtr 3

Student data provided to receiving school with highlights for students who don’t meet decision rules to be placed in the next math course in sequence and who may need intervention

By the End of First Week in May

Teachers: Review data on the highlighted students and place appropriately

Keep highlighted any students that are not placed in the next course in sequence or need supplemental reading courses

By the End of Third Week in May

Teachers: Review highlighted students who weren’t placed in the next course in sequence

Offer corrections

By the End of the Third Week in May

Updated student data provided to include End of Year tests ( i.e. DIBELS, Math, etc.)

End of May to June

Review data for the original highlighted students and ensure placement is still correct

Finalize schedule

Intervention History

Elementary School Middle School

Struggles in Phonics in 5th

grade

Struggles in Phonics in 6th

grade

Coordinated Literacy

1/23/16

9

Improving Adolescent Literacy: Effective Classroom and Intervention Practices

Kamil, M. L., Borman, G . D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008).

Why reading?

•More than 8 million students in grades 4 – 12 are struggling readers.•40% of high school students cannot read well enough to benefit from their textbooks.•69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.

This is Not What You Have Been Trained to Do•Some content-‐area teachers expressed resistance to teaching reading.

1/23/16

10

In many school systems, the last time a student is taught how to read is

5th grade!!!

•The older the students and the more complex the text gets, the less:•supports they find in text•supports they find in instruction•Time devoted to reading and writing in class

Disciplinary ReadingScience Social Sciences Math

• Text is dense• Many important content words

• Use of symbols• Facts are replicable• Text is recursive• Text structure matters

• Abstract language

• Historicaldocuments can have complex syntax

• Written with bias• Facts are dependenton POV

• Credibility is an issue• Read with caution• Summarizing is key to identify major learning

• Text is dense• Many important content words

• Use of symbols• Extraneous text• Rereading is essential

Standards of Practice

•Building Wide Instructional Strategies (Instruction)•Scope and Sequence with text selection (Curriculum)•Time dedicated to Literacy across the day (Environment)

1/23/16

11

Instruction

From Remediation to Prevention

Vocabulary Routine Example

•Say the word•Student friendly explanation•Connect•Check for understanding

Recommendation 1

Comprehension Strategies

Before Reading Strategies

During Reading Strategies

Post ReadingStrategies

• Previewing the text

• Pre-‐teach important vocabulary

• Activate prior knowledge

• Provide purpose for reading

• Annotating text• Paraphrasing• Asking and Answering questions

• Using graphic organizers

• Organizing notes• Writing summaries

• Structured text discussions

• Exit slips

Adapted from Kelly GallagherRecommendation 2 & 3

Engagement

•Shift in cultural thinking about students’ learning• From: “They need to be engaged in the content.”• To: “I need to engage them in the content”

Recommendation 4

1/23/16

12

Engagement

•How can we control of the variables we have the most power over

•Instruction•Curriculum•Environment

Instructional Engagement

•Explicit strategy instruction•Opportunities to respond and talk with peers• Involve students in decisions and assessment

Curriculum Engagement

•Active and experiential in nature•Meaningful and linked to life outside of school•Challenging, providing opportunities for sustained thinking and exploration•Offer choice and autonomy

Environmental Engagement

•PBIS supports•Transitions managed smoothly•Strong student/teacher/parent relationships

1/23/16

13

Scope and Sequence

From Random to Systematic

•Traditionally we have asked, “Which grade level teaches which text?”

•The new focus is, “What do my students need to know, understand and be able to master the standards? Which texts will do that?”

Cross Discipline Supports Example

DisciplineEnglish/Language

Arts Science Social Studies

Assignment Argumentative essays Experiment Reports Position Papers

UnitInstructional Focus

• Structure• Logic• Using Text Evidence

• Framing conclusions • Evaluating Sources• Framing Evidence

Standardsmet

Reading Informational Text Standard #1, #2, #6, #7,

Reading Standard for Literacy in Science and Technical Subjects #1, #3, #8

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects #1, #2

Reading Standard for Literacy in Science and Technical Subjects #1, #3, #8

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects #1, #2, #7, #8, #9

Time Dedicated to Literacy

From Isolated to Inclusive

1/23/16

14

Reading Next

The panel strongly argued the need for two to four hours of literacy-‐connected learning daily. This time is to be spent with texts and a focus on reading and writing effectively. Although some of this time should be spent with a language arts teacher, instruction in science, history, and other subject areas qualifies as fulfilling the requirements of this element if the instruction is text centered and informed by instructional principles designed to convey content and also to practice and improve literacy skills.

Re-‐visioning Literacy Instruction

Elective

Language Arts

Math

Lunch

P.E/Health

Social Studies

Elective

Science

50 Min

50 Min

50 Min

50 Min

50 Min

50 Min

50 Min

30Min+ 45 Min

Transition Time

7 hr, 5 min Day

50 minutes out of 425 minutes11% of the Day

200 minutes (3 hrs, 20 min) out of 425 minutes47% of the Day

Early Warning System

1/23/16

15

Early Warning Systems

•A data based decision making model that allows schools and districts to find areas of needs in the school system and students in need of more support in order to find educational success with full option graduation.

On Track for Success:Summary of the Research on Predictors

180

124

90

187

264

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Attendance

Behavior

Course proficiency

OAKS Reading

OAKS Math

1/23/16

16

100% Meeting

How is the Core?

41%

23%

20%

10%

4% 2%

0 factors

1 factor

2 factors

3 factors

4 factors

5 factors

71%

20%

7%

2% 0%0%0 risk factors

1 risk factor

2 risk factors

3 risk factors

4 risk factors

5 risk factors

Risk Factors: Attendance, Behavior, Course Performance, Reading State Test, Math State Test

Literacy Action

Steps and Goals

1/23/16

17

Examine Assessments

(Screening, Diagnostic/ placement,

Mastery)

Assessment Types

•Universal Screener (CBM)•Progress Monitoring (CBM)•Diagnostic Assessment•Mastery/Outcome

Form

ative

Assessm

ent

Summative

Assessm

ent

1/23/16

18

Essential Features of CBM Tools

•General Outcome Measures•Robust indicator of academic health

•Brief and easy to administer•Can be administered frequently

•Must have multiple, equivalent forms(If the metric isn’t the same, the data are meaningless)

•Must be sensitive to growth

Intervention Placement

• A viable diagnostic assessment is the placement assessment for the intervention

70

Key Features of Mastery Formative Assessment•Classroom based •Short-‐cycle•During the instructional segment in which the assessment occurred•Used to adjust instruction to accomplish instructional goal•Embedded within instruction•Attached to specific learning goals

Purpose of Diagnostic Assessments

•The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. •Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

1/23/16

19

Placement

Assessment “Funnel”

EWS

CBMWord or Meaning?

Diagnostic

Progress Monitor

Behavior and/or

Attendance Intervention

1/23/16

20

Academic EngagementThe amount of time spent engaged in academic work

“I can”

Behavioral EngagementSchool attendance andparticipation in school

“I will”

Psychological EngagementFeelings of competence and control

investment in learning, self regulation,goal setting and progress monitoring

“I want to”

Social EngagementIdentification and affiliation

with school, sense of belonging, perceived

social support“I belong”

FL PS/RTI Implementation Project

Place in Academic

Intervention based on protocol

Center on Instruction

1/23/16

21

Standard Literacy Protocol Definition of an Intervention

Scientifically, research based instructional intervention

An intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students (NASDSE, 2008)

Matched to Student Need

Intensity

(the right amount)

Focus

(the right skills)

AND

1. How do you find?

1/23/16

22

How Much Time?

Tier 2 (Strategic):•Typically 40 to 55 minutes per day, five days per week. (200 to 275 minutes per week)

Tier 3 (Intensive):•Up to 90 minutes per day, five days per week (450 minutes per week)

• Interventions are one part of the system that helps a student be successful.•The adults must coordinateand be explicit with the students how the parts of instructional day are connected.

Elective

Language Arts

Math

Lunch

P.E/Health

Social Studies

Elective

Science

50 Min

50 Min

50 Min

50 Min

50 Min

50 Min

50 Min

30Min

Intervention

2. Who will teach? Our most at risk students need our best teachers!

Qualities Necessary for Success:

•Strong relationships with mutual respect•High expectations of students•Effective instructional and engagement strategies•Deep content knowledge

1/23/16

23

3. How do you intensify?

•Smaller class sizes• Typically 1:10 teacher/student ratio for our most intensive needs

•More time• Up to 90 minutes/day depending upon recommendations in the curriculum

Key Points

•Effective schedules are critical for RTI to succeed•Setting instructional priorities is a first step•Provide sufficient time•Place the most skilled teachers with the most at risk students.•Ensure teachers are trained in the curriculum•The schedule should foster success for all students

Word Level Intervention

1/23/16

24


Phonics and accuracy are important

Words missed per page when accuracy is…

95% 98% 99%The Secret Life of Bees 840 Lexile

18.5 7.4 3.6

My Brother Sam is Dead 770 Lexile

15 6 3

Richard Allington

Importance of reading fluently

Assuming 300 words per page in a middle school text book, how long will it take a student to finish a 15 page (1 chapter) reading assignment (4500 Words)?

15

30

45

60

45

90

135

180

3060

90120

0

60

120

180

240

1 2 3 4

Min

utes

# of Chapters

100 WPM

150 WPM

Meaning Level Intervention

1/23/16

25


•The development of your coordinated literacy model can remediate some of these comprehension level problems. •Do you have the “will” and the “skill” to be confident that this will occur for those students?

Some Common Secondary InterventionsSkills addressed Tier 2 Tier 3

Basic Skills Focused(45-60

min)(Decoding, Word Study)

Comprehensive Program (90

min)(Decoding, Fluency, Vocab, Comprehension)

Reading Fluency

REWARDS, REWARDS Plus – Focus on decoding multisyllabic words. Includes some fluency, vocab and comprehension. REWARDS Plus applies strategies to content areas.

Read 180 – Large and small group direct instruction, independent reading, and computer activities

System 44 – Focus on basic skills for students with intensive needs (can be used with Read 180)

Corrective Reading –Decoding strand (also has a comprehension strand)

Language! – For students several grade levels behind with intensive needs

Six Minute Solution, Read Naturally

1/23/16

26

Progress Monitoring in Accuracy &

Fluency

Progress Monitoring in

Comprehension

20% Meeting

1/23/16

27

What are 20% Meetings?

•Teams meet on a regular schedule to use data and standardized decision rules to determine if interventions are working or need to be modified.

•So kids don’t fall through the cracks•Not making I feel/I believe judgments•So kids don’t stay in interventions forever

Decisions Rules for Group Intervention Review Meetings•When to modify interventions for the group versus the individual student•When to exit individual students from intervention•When to modify interventions for an individual student•When to intensify interventions for individual students

Data-‐Based Decision Rules…

…help us decide if what WE are doing is working•Using your progress monitoring data

…create consistency across “grade levels” and schools

…determine how to intensifyinterventions

Thank you!

Please send questions and comments to:

Dean [email protected]

d richards - secondary rti · 2016. 1. 23. · academic engagement the amount of time spent engaged...

Documents