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

OCTOBER 4, 2012

OSS:Operation Student

Success

WELCOME!

Morning Session8:30-11:30 a.m. Lunch11:30-1:00 p.m. Afternoon

Session1:00-4:00 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:

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 are

all of you!

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?

“This 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.”

Team Beliefs

“In order to reduce the achievement gaps that exist among subgroups of students, it is essential that we have a systematic process that provides interventions to fill in the learning gaps that exist…”

“We have fewer resources, more struggling learners, and an increase in the academic requirements for all graduating students.”

Team Beliefs

“This work is important because I don’t want to see any more students slip through the cracks.”

“This work is important because it provides a common intervention model to help support all Involved.”

“Lives are at stake! Children’s future quality of life depends on the foundation we give them early on.”

Team Beliefs

WHY? 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.

External guideline

s for schools

Supporting all learners early and in a diversified way fits with our core

beliefs.

OPERATION STUDENT SUCCESS OBJECTIVES

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.

Learners benefit

Adults benefit

OPERATION STUDENT SUCCESS OBJECTIVES

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.

Meet needs in most

appropriate ways

All of our Kids are ALL of OUR

kids!

OSS Internal Review

External Review

Research & Reading

“Start by doing what’s necessary, then do what’s possible; and suddenly, you are doing the impossible.”

INTERNAL REVIEW…

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.

Gathering feedback & ideas from each of our schools…

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*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

AHA!

This is what we learned about ourselves and others…

EXTERNAL REVIEW

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.

Gathering information and ideas from districts around us…

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*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”

AHA!

RESEARCH & READING…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

New Learning was a part of

every meeting…

KEY FINDINGS…

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.

AHA!

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 toRtI Land,

a land of triangles, circles, swirls, data,

interventions, technology, systems, and student success!

MTSS DEFINED… 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 means .. Multi-tiered Support Systems.

MTSS 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.

How does a MTSS benefit

students & staff?

SOME

FEW

ALL

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%

5% to 15%

100% of Students

Tier 3

Tier 2

Tier 1

SOME

FEW

ALL

• 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%

5% to 15%

100% of Students

Tier 3

Tier 2

Tier 1

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

Single –tiered Special education

initiative Emphasis on problems Wait-to-Fail Model One –shot assessment Hit and miss instruction

Reactive A single person’s job

What it is Multi-tiered General education initiative Emphasis on solutions Early intervention

perspective On-going assessment High Quality Instruction Proactive A Building Team’s job

IT’S EDUCATIO

N FOR ALL!!!

It’s not GENERAL EDUCATON.

It’s not SPECIAL EDUCATION.

MODIFICATIONS ACCOMMODATIO

NS&

INTERVENTIONS

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…

Modifications change the playing field.

Accommodations level the playing field.

Interventions enhance the playing field..

REFLECT AND SHAREDISCUSS 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

Recommendations  

Fall (1st two weeks of Sept.)

Winter (January) Spring (April)

Kindergarten Letter NameLetter Sound

Letter NameLetter SoundDictated SentenceHigh Freq. Words

Letter NameLetter SoundDictated SentenceHigh Freq. Words

1st Grade Word InventoryKdg.High Freq. Words Dictated Sentence

Word Inventory1st grade High Freq. Words

Word Inventory1st grade High Freq. WordsDictated Sentence

2nd Grade Word Inventory1st grade High Freq. WordsMAZE Level I

Word Inventory2nd grade High Freq. WordsMAZE Level J

Word Inventory2nd Grade High Freq. WordsMAZE Level L

3rd Grade Word Inventory2nd grade High Freq. WordsMAZE Level M

Word InventoryMAZE Level N

Word InventoryMAZE Level O

4th Grade Word InventoryMAZE Level p

Word InventoryMAZE Level Q

Word InventoryMAZE Level Q

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 CopyStudent/Classroom: _____________________ Examiner: ____________ Assessment Date: _______

The Missing CatSusan 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 wantthe 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?

BREAKPlease 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 SCHOOLS2012-13

Buchanan

Cleveland

Grant

Roosevelt

Go for it!

LUNCH Please return

promptly, ready to begin at 1:00 PM.

FCRR Presented by Members of

the Buchanan & Cleveland

Staffs

Florida

Centerfor

Reading

Research

SO YOU’VE DONE THE UNIVERSAL SCREENERS,

YOU’VE IDENTIFIED YOUR STRUGGLING STUDENTS,

AND YOU’VE TARGETED THEIR AREAS OF NEED.

NOW WHAT?

What’s Next??

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·mentto 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

  

KindergartenFirst Grade

Words*

Syllables*

Rhyme*

Phoneme IsolationPhoneme 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

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.

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.

The wisdom is in the room!!

DO YOU

BELIEVE?   http://youtu.be/HAMLOnSNwzA