strategic support for struggling readers through data-based decision making cohort 7 middle schools...
TRANSCRIPT
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Strategic Support for Struggling Readers Through
Data-Based Decision Making<Insert Presenters Names Here>
Cohort 7 Middle SchoolsFall 2011
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Acknowledgements
– Melissa Nantais - Cathy Claes– Soraya Coccimiglio - Pam Jones– Claire MacArthur - Steve Goodman– Margie McGlinchey
The material for this training day was developed with the efforts of…
Content was based on the work of…
– Roland Good, University of Oregon; Dynamic Measurement Group
– Ruth Kaminski, Dynamic Measurement Group
– Alisa Dorman, Dynamic Measurement Group
– Stephanie Stollar, Dynamic Measurement Group
– Joe Torgesen, Florida Center for Reading Research
– Amelia Van-Name Larson, Pasco County, Florida
– Dawn Miller, Shawnee Mission School District, Kansas
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Objectives
– Deepen understanding of the connections between reading and behavior
– Expand systems for Strategic Interventions particularly for literacy.
– Utilize Progress Monitoring & Data-Based Decision Making to drive instruction and improve student outcomes
– Increase School Improvement and MTSS alignment
1
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Celebrations!
What’s going well?
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Who will do what? Facilitation of Today’s Work
✔ Note Taker
✔ Facilitator for discussions
✔ Timekeeper
ALL: What are the big ideas we need to bring back to our whole staff?
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Strategic Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Strategic Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Support Systems for
Student Success
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Read through the quotes about reading Read through the quotes about reading instruction in your participant workbook instruction in your participant workbook
and decide which is most powerful for you.and decide which is most powerful for you.
Move to the corner that matches your Move to the corner that matches your identified quote.identified quote.
Share your perspectives with one other Share your perspectives with one other person in your corner.person in your corner.
Quote CornersQuote Corners
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Meeting Inventory
1. Are you currently meeting regularly to discuss literacy data in your building, either by grade level, or by grade span?
2. How do you currently apply results of your data analysis to instructional planning? to assessment planning?
3. Is there another meeting schedule you already have into which you could incorporate SMARTI literacy data, maybe a SIT or a PLC?
4. If you choose to keep the meetings separate, what feedback loop is in place to be sure the results of all analyses are shared?
5. Do you have a common agenda you use at each meeting to ensure productivity resulting in student gains?
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2.0 Start with the Core
Cohort 7 Middle SchoolsFall 2011
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Instruction for Struggling Readers
1. Whatever instruction they have had in the past has not been strong enough to help them meet grade-level expectations in reading;
2. They have probably not been doing very much reading for some time, and are likely to be very discouraged about being able to read well; and
3. They are a very diverse group who struggle to meet grade-level standards in reading for many different reasons.
(Torgesen, Houston, & Rissman, 2007)
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Research-Based Instructional Strategies For Improving ALL Students’ Reading Skills
• Comprehension strategies
• Discussion
• High Standards
• Reading-Writing Connection
• Motivation and Engagement
• Content Learning
(Torgesen, Houston, & Rissman, 2007)
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CCSS addresses the need for “shared responsibility for
students’ literacy development” across all content areas.
(CCSS p. 4)
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Content Literacy Strategies
“Approximately 8.7 million fourth through 12th grade students struggle
with the reading and writing tasks that are required of them in school.”
(Kamil, 2003)
“to address this problem, all educators, including content-area teachers, need information about how to incorporate
effective literacy learning strategies into the content-area curriculum.”
(National Institute for Literacy, 2007)
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ComprehensionSuccessful Readers Struggling Readers
Continuously monitor reading for understanding.
Fail to use meta-cognitive strategies as they read.
May not be aware when understanding breaks down.
Link content with their prior knowledge. May lack subject-specific prior knowledge.
Do not readily make connections between what they are learning and what they already know.
Use a variety of effective reading strategies before, during, and after reading.
Have limited knowledge and use of strategies for gaining information from text.
Set a purpose for reading and adjust their rate and strategy use depending on the text and content.
Often do not enjoy reading and lack understanding of the utility of reading.
(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)
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Comprehension
is the ultimate purpose of reading.
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Comprehension is the ability to construct meaning and learn from text using a variety of applied strategies.
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To teach students to construct meaning from text, teachers need a firm grasp of
–Strategies that successful readers use when creating meaning from text; and
–Effective instructional methods to teach such successful strategies
(National Reading Panel, 2000).
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Reading Apprenticeship: Overview, Rationale, and Reminders
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Text and Task Analysis
• Take three minutes and talk to the text
• Questions on four columns?
• Practice – whole group
• Practice – small group
• Practice – individual (if time)
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4.0 Establishing Systems for Strategic Intervention
Cohort 7 Middle SchoolsFall 2011
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Why Can’t We Just Learn About Different Interventions?
“Keeping RtI On Track”
Focus on Intervention Management, not Intervention Selection
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“This guide offers specific
recommendations to help educators
identify students in need of intervention
and implement evidence-based interventions to
promote their reading achievement.”
(Gersten, et al., 2008)
50-55
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Jigsaw ReadingJigsaw Reading
Work with a partner at your table. Work with a partner at your table. Read the assigned portion of Read the assigned portion of Recommendation 3 in the IES Recommendation 3 in the IES
Practice Guide.Practice Guide.
After reading, share the “Big Ideas” After reading, share the “Big Ideas” with your partner.with your partner.
Activity50-55
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Jigsaw ReadingJigsaw ReadingPartner 1 Reads:Partner 1 Reads:
““Recommendation 3…” to “Implement this Recommendation 3…” to “Implement this Program…”Program…”
Partner 2 Reads: “Implement this Program…” Partner 2 Reads: “Implement this Program…” to the endto the end
When directed, Partner 1 shares “Big Ideas” When directed, Partner 1 shares “Big Ideas” with Partner 2 and then Partner 2 shares with with Partner 2 and then Partner 2 shares with
Partner 1.Partner 1.
Activity50-55
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Some important questions for reflection
If large numbers of your students continue to struggle to make expected yearly growth, have you considered increasing the length of the reading block?
Do students who struggle receive time for intervention instruction that is proportional to their difficulties?
Do some students receive as much as 60-90 minutes of intervention every day?
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“Catch-up growth is driven primarily by proportional increases in direct instructional time. Catch-up growth is so difficult to achieve that it can be the product only of quality instruction in great quantity.”
Annual growth for all students, Catch-Up growth for those who are behind” Fielding, Kerr & Rosier (2007) New Foundation Press.
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Teacher quality x time = growth
“This is why the primary and immediate strategy for catch-up growth is proportional increase in direct instructional time.
Catch-up growth rarely occurs unless principals and teachers have good data, know each student’s learning needs, and schedule proportional increases in direct instructional time.”
Annual growth for all students, Catch-Up growth for those who are behind” Fielding, Kerr & Rosier (2007) New Foundation Press
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Jigsaw ReadingJigsaw Reading
Working in groups of three at your Working in groups of three at your table, read the assigned portion of table, read the assigned portion of article, “The Devil is in the Details: article, “The Devil is in the Details:
The Logistics of Tier 2 The Logistics of Tier 2 Interventions.”Interventions.”
After reading, share the “Big Ideas” After reading, share the “Big Ideas” from each section of the article with from each section of the article with
your full team.your full team.
Activity
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Additional resources for strategic interventions
• Florida Center for Reading Research
www.fcrr.org
• Oregon Reading First
oregonreadingfirst.uoregon.edu
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Implementation Fidelity
Without fidelity of implementation…teams will be unable to determine if a student failed to respond to a well-implemented
intervention or failed to respond because the intervention was implemented
inaccurately or inconsistently.(Cook et al., 2010)
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LUNCH
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School Improvement Alignment
• Tiered goals: two types1. Same strategy, three tiers
2. Three tiers, different strategies
• Sample goal (type 2)
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5.0 Progress Monitoring & Data-Based Decision Making
Cohort 7 Elementary SchoolsFall 2011
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Progress monitoring is…
• a scientifically based practice
• used to assess students’ academic performance
• Used to evaluate the effectiveness of instruction.
Progress monitoring can be implemented with individual students or an entire class.
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Using Universal Screening Data to
Make Instructional Decisions
Plan Support
Evaluate Support & Outcomes
IndividualDiagnostic
IndividualizedIntensive &Continue With Core
Weekly
Fall Winter Spring
Universal Screening/Benchmark
None ContinueWithCore
Instruction
Grades,Classroom
Assessments,MEAP
Instructional Grouping
SmallGroup
Differentiated
by Skill & Continue with Core
1-2x Per Month
Steps 1 & 2Identify &
Validate Need
Step 3 Steps 4 & 5
Strategic
1-5%
5-15%
80-90%Core
Intensive
The practice of providing high quality instruction and intervention
matched to needs of students
Using data over time to make important educational decisions
(adapted from Van-Name Larson, 2011 & DMG, 2011)
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Plan Support
• What do you need to know?– How will students be grouped for support?– What specific skills will you teach?– What curriculum and/or instructional program will
you use?– What materials/strategies will you use?
• What data can you use?– Scores & Percentiles Report (AIMSweb)– Individual protocols (look at error patterns)
(adapted from DMG, 2011)
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Plan Support
• What do we mean by “instructional grouping?”– Students are grouped according to specific needs
for support (not based on instructional recommendation or composite score)
– Instructional groups are dynamic and flexible
• Why group students for instruction?– Instruction that groups students according to
skills allows instruction focused on their needs – Grouping according to skills results in improved
achievement(DMG, 2011)
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Plan Support
• How will students be grouped?– Students with the same status do not necessarily
have the same instructional needs– Students with scores within the same range on a
measure do not necessarily have the same instructional needs
– You know more than a computer about your students – Some thinking is required!
– If you use a supplemental program that has a placement test, use the placement test for instructional grouping.
– Based on similar instructional needs (DMG, 2011)
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Plan Support
• Grouping Worksheets provide initial suggestions for instructional groups– Teachers will revise groupings based on other
information about students’ skill levels, resources, behavior, etc.
– Four groups formed initially based on:• Performance on two key indicators• Scores at or above versus below/well below
benchmark or some/at risk
(DMG, 2011)
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Benefits of Progress Monitoring “Students whose teachers collect progress-monitoring data learn more than students whose teachers do not collect these data.” (Fuchs & Fuchs, 1986)
“Teachers’ graphing of student data is associated with more student learning than is collecting but not graphing the data.” (Hixson, Christ, & Bradley-Johnson, 2008)
“Students whose teachers use data-based decision rules learn more than students whose teachers rely on their own judgment for making decisions about students performance.” (Hixson, Christ, & Bradley-Johnson, 2008)
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Progress Monitoring as an Intervention
“The most powerful single modification that enhances achievement is feedback. The
simplest prescription for improving education must be ‘dollops of feedback’”
(Hattie, 1992)
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Progress Monitoring Minimal Expectation
Instructional Recommendation
Progress Monitoring Frequency
Benchmark/ Core Support
3 times/year
(Sep., Jan., May)
Strategic Support Monthly
Intensive Support Weekly
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Steps for Implementing Progress Monitoring
• Identify Students who will be progress monitored and which indicator(s) will be used
• Conduct frequent progress monitoring probes (1x/month for strategic, 1x/ week for intensive)
• Set a goal for the student
• Chart student progress on graph with aim line and goal
• Review progress frequently
• Make instructional decisions based on student performance data
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Key Components to a Graph
• Baseline Data: data collected prior to any intervention
• Phase Line: vertical line indicating an instructional/intervention change was made
• Goal Line: identifies the goal
• Aim Line: diagonal line that represents the progress a student needs to make to meet his/her goal
• Intervention Data: data collected after the introduction or modification of an intervention
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Baseline Data Point
Phase Line
Goal Line
Aim Line
Intervention Data Points
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Progress-Monitoring:Data-Based Decision Making
• Number of Baseline Data Points– Gold Standard: At least 3 data points– Acceptable Alternative: 1 data point
• Number of Intervention Data Points– Gold Standard: At least 3-4 data points– Acceptable Alternative: At least 2-3 data points
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Progress-Monitoring:Decision Rules
• If 2 or 3 of the last data points fall at or above the aim line consider raising the goal or fading the intervention.
• If 2 or 3 of the last data points are on the aim line, continue the intervention.
• If 2 or 3 of the last data points are below the aim line, modify the intervention.
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Progress-Monitoring:Decision Rules
If you are monitoring progress monthly does this mean that you wait 2-3 months before
making a change?
If a student’s progress is being monitored monthly and a data point falls below the aim line, switch to weekly progress monitoring so that you have enough data to make a sound instructional decision in a reasonable amount
of time.
NO!
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Chart Student Progress
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Progress-Monitoring Using AIMSwebDirections for setting up
Progress Monitoring in AIMSweb are available on
the MiBLSi website athttp://miblsi.cenmi.org
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Tier Two/Tier Three Intervention Tracking Forms
• Student Detail
• Intervention Effectiveness
• Schoolwide Access
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