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Response to Intervention (RtI) at the Secondary Level: Keys to Implementation. Madi Phillips, Ph.D. NCSP I-ASPIRE Regional Coordinator. Big Ideas about Today’s Presentation. We’re aligning a delivery system to educational needs.

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Response to intervention rti at the secondary level keys to implementation

Response to Intervention (RtI) at the Secondary Level: Keys to Implementation

Madi Phillips, Ph.D. NCSP

I-ASPIRE Regional Coordinator


Big ideas about today s presentation
Big Ideas about Today’s Presentation to Implementation

  • 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.

  • In a perfect world, we shouldn’t have “RtI” (as an eligibility process) at the secondary level.

  • We’re shifting “Interventions” focus from reactive, punitive, and/or restrictive to proactive, preventative, inclusive.

  • We have the tools and we have experience, but there is a gap.


Without problem solving
Without Problem Solving to Implementation

Special Education

Sea of Ineligibility

General Education


Student profiles
Student Profiles to Implementation

  • 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

  • 70% of adolescents graduate; 50% of students with color do

  • Students who stay “on track” in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate


Student profiles cont
Student Profiles to Implementation (cont)

  • “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

Severity of Educational Need or Problem to Implementation

Special Education

Amount of

Resources

Needed

To Benefit

General Education

with Support

General Education

The “Old” Problem Solving Heuristic


What is not rti it s not your father s oldsmobile
What is NOT RtI: It’s not your father’s Oldsmobile to Implementation

  • It’s Not About SE Eligibility with a new label (e.g., pre-referral intervention, old team-new name).

  • It’s Not About SE “Business as Usual” with programs that meet the needs of adults more than students.

  • Expecting GE Teachers to meet the needs of ALL students (180 students-180 different interventions).


Presentation intended outcomes
Presentation Intended Outcomes to Implementation

  • Describe a heuristic for multi-tiered service delivery for middle and high schools to meet the academic and socio-emotional/behavioral needs.

  • Provide illustrations of effective reading assessment for

    • Universal Screening,

    • Problem Identification

    • Progress Monitoring in Reading Intervention.

  • Provide illustrations of effective assessment and intervention tools necessary for

    • Basic Reading Skills

    • Success in Content-Area Classes

    • Behavioral Support

  • Give you strategies for implementation.


  • Bridging the gap
    Bridging the Gap to Implementation


    Problem solving steps

    Problem Identification to Implementation

    What is the Problem and Is it Significant?

    Problem Analysis

    Why is it happening?

    Plan Evaluation

    Did our plan work?

    Plan Development

    What shall we do about it?

    Problem Solving Steps


    The VISION: to ImplementationTo Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning

    Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.


    Information Explosion/ to ImplementationInstructional Time Dilemma

    1960

    Time

    1980

    Content

    2000


    The performance gap

    / to Implementation

    12

    11

    10

    9

    8

    7

    6

    5

    4

    3

    Years in School

    The Performance Gap

    /

    The University of Kansas Center for Research and Learning


    The performance gap1
    The Performance Gap to Implementation

    /

    Grade Level

    Expectations

    Demands

    Skills

    Existing

    Support

    Years in School

    The University of Kansas Center for Research and Learning


    The performance gap2

    Infrastructure to Implementation

    Supports

    The Performance Gap

    Grade Level

    Expectations

    Demands

    Skills

    • Infrastructure Support

    • Flexible Scheduling

    • Planning Time

    • Professional Development Time

    • Extended Learning Time

    • Smaller Learning Communities

    /

    Existing

    Support

    Years in School

    The University of Kansas Center for Research and Learning


    The performance gap3

    System Learning Supports to Implementation

    • Progress Monitoring

    • Data-Based Decision Making

    • Problem-Solving

    • Instructional Coaching

    • Professional Learning

    The Performance Gap

    /

    Instructional

    Core

    System Learning

    Supports

    Infrastructure Supports

    Current Supports

    Grade Level

    Expectations

    Demands

    Skills

    Years in School

    The University of Kansas Center for Research and Learning


    The performance gap4

    • Instructional Core to Implementation

    • Motivation/Behavior Supports

    • Smarter Standards-Based Curriculum Planning

    • Engaging Instructional Materials& Activities

    • Student-Informed Teaching

    • Connected Courses & Coherent Learning

    • Continuum of Literacy Instruction

    The Performance Gap

    /

    Instructional

    Core

    System Learning

    Supports

    Infrastructure Supports

    Current Supports

    Grade Level

    Expectations

    Demands

    Skills

    Years in School

    The University of Kansas Center for Research and Learning


    Problem Identification to Implementation

    What is the Problem and Is it Significant?

    Problem Analysis

    Why is it happening?

    Plan Evaluation

    Did our plan work?

    Plan Development

    What shall we do about it?

    Problem Solving Process

    School Improvement Cycle

    http://www.ncrel.org/sdrs/school.htm

    Similarities?



    School improvement activity
    School Improvement Activity to Implementation

    • 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?


    So what is rti
    So...WHAT is RTI? to Implementation

    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


    How we see it

    RTI to Implementation

    How We See It

    Needs-Based Service Delivery Systems

    Problem-Solving Service Delivery System


    Program vs framework
    Program vs. Framework to Implementation

    • Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data.


    Basic Skills or to Implementation

    Functional Literacy

    Pr

    oblem?

    No

    Y

    es

    Instruction in Content

    What

    Instruction in Basic or

    Ar

    ea Knowledge

    Literacy Skills

    Service?

    Dir

    ect Service

    Thru

    Dir

    ect Service

    Thr

    ough

    How?

    Special Education

    GE; Indirect

    Service

    Thru SE or GE Interventions

    Master

    Basic or

    Literacy

    Master

    Content

    Ar

    ea

    Goal

    Skills

    Knowledge

    Evaluation

    Mainstream

    Consultation

    CBM

    Agreements

    T

    ool

    CTM’s & VM

    A

    Secondar

    y Pr

    oblem-Solving Model


    Who do we serve in a problem solving model
    Who Do We Serve in a Problem-Solving Model? to Implementation

    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


    A model of secondary special education service delivery should be predicated on
    A Model of Secondary Special Education Service Delivery Should Be Predicated On:

    1. Students with serious functional literacy or basic skills deficits receiving instruction in these skills via special education

    2. Students without serious functional literacy or basic skills deficits receiving instruction in content area courses via general education with relevant special education assistance or general education interventions



    Typical high school reader
    Typical High School Reader Should Be Predicated On:



    Grade 8 Material < 10th percentile at beginning of Grade 8 Should Be Predicated On:

    High School Student with Severe Reading Problem


    A severe performance discrepancy
    A Severe Performance Discrepancy Should Be Predicated On:



    Obvious and potentially severe educational need

    Grade 6 Material < 25th at beginning of the year Should Be Predicated On:

    Obvious and Potentially Severe Educational Need


    Testing in even easier material

    Grade 4 Material about 50th percentile at end-of-year, but high error rate

    Testing in Even Easier Material



    What does r cbm measure

    ALL high error rate

    These Skills

    General Reading Skill

    What Does R-CBM Measure?

    Beware the Trap of the BOXES-

    Low Scores “in the Box” Mean You Must TEACH the Things in the Box


    high error rateLife Experience

    • Content Knowledge

    • Activation of Prior

    Knowledge

    • Knowledge about

    Texts

    • Motivation &

    Engagement

    • Active Reading

    Strategies

    • Monitoring Strategies

    • Fix-Up Strategies

    • Oral Language Skills

    • Knowledge of Language

    Structures

    • Vocabulary

    • Cultural Influences

    Language

    Fluency*

    We Refer to It as

    General Reading Skills

    Reading

    Comprehension

    Metacognition

    Knowledge

    • Prosody

    • Automaticity/Rate

    • Accuracy

    • Decoding

    • Phonemic Awareness

    The Bigger Deficits Here

    And Here

    Oral Reading is the EASIEST to Measure--Let’s Get This Down and Add MORE Tools

    And the MOST Unmotivated Here

    For Some, the Hardest Thing They’ll Ever Do

    The Easiest Thing To Teach

    The Longer It Takes...

    *modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research; www.fcrr.org


    Case study severe basic skill problem provide intense basic skill intervention
    Case Study high error rateSevere Basic Skill Problem: Provide IntenseBasic Skill Intervention!






    Possible data sources activity
    Possible Data Sources Activity Discrepancy

    • 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: Discrepancy

    Building Continuously Improving Tier 1 General Education Instruction

    ~5%

    ~15%

    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

    ~80% of Students


    Increase the capacity of general education to teach all students critical content

    all Discrepancy

    most

    some

    Increase the Capacity of General Education to Teach ALL Students Critical Content

    • All students learn critical content required in the core curriculumregardlessof literacy levels.

    • Teacherscompensate for limited literacy levels by using…

      • Explicit teaching routines,

      • Adaptations, and

      • Technology to promote content mastery.

    • For example: The Unit Organizer Routine


    Key skills sets for secondary support http www ku crl org
    Key Skills Sets for Secondary Support Discrepancy(http://www.ku-crl.org/)




    Content enhancement routines creating learning friendly classrooms
    Content Enhancement Routines Discrepancy(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 Discrepancy

    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

    Content Enhancement Teaching Routines

    The University of Kansas Center for Research and Learning


    The Unit Organizer Discrepancy

    Elida Cordora

    NAME

    4

    BIGGER PICTURE

    1/22

    DATE

    The roots and consequences of civil unrest.

    LAST UNIT

    /Experience

    NEXT UNIT

    /Experience

    CURRENT UNIT

    3

    2

    1

    CURRENT UNIT

    The Civil War

    The Causes of the Civil War

    Growth of the Nation

    8

    is about...

    UNIT SCHEDULE

    5

    UNIT MAP

    1/22 Cooperative groups -

    over pp. 201-210

    Sectionalism

    was based on

    was influenced by

    1/28 Quiz

    pp. 201-236

    1/29 Cooperative groups -

    Leaders

    over pp. 210-225

    Areas of

    across the

    became greater with

    emerged because of

    the U.S.

    U.S.

    "Influential Personalities"

    project due

    Differences

    Events in

    1/30 Quiz

    between

    the U.S.

    the areas

    2/2 Cooperative groups -

    over pp. 228-234

    2/6 Review for test

    2/7 Review for test

    2/6 Test

    6

    descriptive

    What was sectionalism as it existed in the U. S. of 1860?

    compare/contrast

    UNIT SELF-TEST

    QUESTIONS

    How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?

    UNIT

    RELATIONSHIPS

    cause/effect

    What examples of sectionalism exist in the world today?

    7


    United Discrepancy

    States

    Russia

    1993

    CONCEPT DIAGRAM

    À

    Â

    CONVEY CONCEPT

    Á

    Key Words

    À

    Democracy

    a form of government

    Á

    OFFER OVERALL

    CONCEPT

    Â

    NOTE KEY WORDS

    Ã

    CLASSIFY

    CHARACTERISTICS

    Always Present

    Sometimes Present

    Never Present

    leaders accountable by elections

    direct representation

    rule by king

    Athens

    citizens have equal voting rights

    indirect representation

    rule by dictator

    centralized power

    individuals can oppose government

    censorship of press

    decentralized power

    all views are tolerated

    hereditary transfer of power

    leaders

    accountable

    separation of power

    statement of civil & political rights

    unified power

    Ä

    Examples:

    Nonexamples:

    EXPLORE EXAMPLES

    views

    tolerated

    United States

    China in 1993

    direct

    England in 1993

    England under Henry VIII

    Athens (500 B.C.)

    Macedonia (under Alexander)

    indirect

    Å

    PRACTICE WITH NEW EXAMPLE

    rule by dictator

    A democracy is a form of government in which leaders are accountable to the people through elections, citizens have equal voting rights, individuals can oppose the government, all views are tolerated, and there is a statement of civil and political right

    Æ

    TIE DOWN A

    DEFINITION


    Key Topic Discrepancy

    Progressive Era

    The FRAME Routine

    is about…

    Main idea

    Main idea

    Main idea

    Tools for Social Change

    Social Changes

    Essential details

    Essential details

    Essential details

    Limited voting rights

    Commerce and Labor

    Departments

    Anti- trust Act

    Unsafe food

    Monopolies

    Unsafe and unfair

    working conditions

    Meat Inspection Act

    Bully pulpits forced

    new laws

    Demonstrators

    created public pressure

    Activists organized

    protests

    Voting rights

    expanded

    Muckrakers wrote

    about problems

    So What? (What’s important to understand about this?)

    To really create social change, many people

    have to be organized, outspoken, and persistent!

    a period of social change in the U. S.

    Social Problems


    Learning strategies curriculum
    Learning Strategies Curriculum Discrepancy

    The University of Kansas Center for Research and Learning


    Acquisition strategy self questioning
    Acquisition Strategy DiscrepancySelf-Questioning

    • Attend to clues as you read

    • Say some questions

    • Keep predictions in mind

    • Identify the answer

    • Talk about the answers

    The University of Kansas Center for Research and Learning


    Embedded strategy instruction example of ask it strategy implementation
    Embedded strategy instruction- DiscrepancyExample of ASK IT Strategy Implementation

    All teachers teach the steps of a self-questioning strategy (ASK IT), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “active reading.”

    The University of Kansas Center for Research and Learning


    Storage strategy first letter mnemonic
    Storage Strategy DiscrepancyFirst-Letter Mnemonic

    • Form a word with first letters

    • Insert a letter

    • Rearrange the letters

    • Shape a sentence

    • Try combinations

    The University of Kansas Center for Research and Learning


    Expression strategy error monitoring
    Expression Strategy DiscrepancyError Monitoring

    Write on every other line using PENS

    Read the paper for meaning

    Interrogate yourself using the COPS questions

    Take the paper to someone for help

    Execute a final copy

    Reread your paper

    The University of Kansas Center for Research and Learning


    GOOD NEWS!! Discrepancy

    SASED has identified several local certified trainers

    and is planning to offer a workshop series on the

    University of Kansas

    Content Enhancement Routines

    &

    Learning Strategies Curriculum

    for the 2008-2009 school year.


    How will content area strategy instruction be provided
    How will Content-Area Strategy Instruction be provided? Discrepancy

    • 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



    Components of well designed syllabi
    Components of Well-Designed Syllabi Discrepancy

    • 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


    Evaluate components of syllabus
    Evaluate DiscrepancyComponents of Syllabus


    The Discrepancy

    Course Organizer

    Teacher(s):

    Student:

    Time:

    Course Dates:

    Course Standards:

    This Course:

    What?

    How?

    Value?

    Content:

    is

    about

    Process:

    Course Questions:

    Course Progress Graph

    Introduction to Poetry

    1. Understanding form Journals 20%

    2. Understanding content Papers 60%

    3. Reflecting on reader Class 20%

    responses Discussions

    Empowering students to learn what poetry is,

    what poetry does, and how poetry works.

    Critical vocabulary Class demo

    Paraphrasing Class demo

    Note-taking Class demo

    1. How do poets resemble/differ from writers of other types of

    literature?

    2. What kinds of information do poems present?

    3. What writing tools and strategies do poets use?

    4. Why do some readers like poetry and others dislike it?

    5. What are the key traditions in poetry that will most usefully

    contextualize poetry for today’s readers?

    6. What are common themes in poetry, and how do the themes

    speak to readers’ experiences?

    Ray Pence, Graduate Teaching Assistant, English


    Course Map Discrepancy

    This Course:

    Student:

    includes

    Performance

    Options

    Community

    Principles

    Learning Rituals

    Critical Concepts

    Learned in these

    Units

    Introduction to Poetry

    Listening

    Persistence

    Mutual & Self-respect

    Openmindedness

    Group presentations

    Visual representations

    Papers

    Websites

    Small-group collaborations

    Reading journals

    Public poetry events

    Finding poetry in your immediate environment

    Student-teacher conferences

    Voice Figurative Language Performance

    Rhythm Poetic traditions Art

    Diction Poetic forms Use-value

    Persona Oral histories

    Poetry as Reflection &

    illumination of world

    Poetry as Storytelling

    Poetry as Journey

    and exploration

    Poetry as Social History

    Poetry as Autobiography

    Ray Pence, Graduate Teaching Assistant, English


    Not Everything We Teach Is Equally Important Discrepancy“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
    Students need intensive intervention to work on basic literacy components.

    • 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
    How will basic literacy skill instruction be provided? literacy components

    • 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
    An intensive multi-faceted option for those who need it. literacy components

    • 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%20Briefing%20Paper%20Secondary%20Reading.pdfhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    Read the carnegie documents http www carnegie org literacy why html
    Read the Carnegie Documents:http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdfhttp://www.carnegie.org/literacy/why.html


    Websites for scientifically based behavior support
    Websites for Scientifically Based Behavior Supporthttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • 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 Levelhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    At the school level1
    At the School Levelhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    At the referral level
    At the Referral Levelhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    High school tier 1 example
    High School Tier 1 Example:http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • English Dept. prior to 1993:

      • Reading and writing skills were not taught in a consistent manner at LFHS

      • Members of the English Dept. began learning about Nancie Atwell’s reading and writing workshops and developed a proposal to bring this concept to LFHS

      • The School Board approved the proposal and all teachers were trained in the program for the 1994-95 school year


    Writing workshop
    Writing Workshophttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • PRINCIPLES AND REQUIREMENTS:

      • Each student must produce 3 pieces of writing that go through the conferencing process

      • Each student must produce a portfolio of the writing process

      • The focus is on the writing process

      • Students must have ownership and their written work must be student-generated


    Reading workshop
    Reading Workshophttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • PRINCIPLES AND REQUIREMENTS:

      • At least 12 days/year must be devoted to reading workshop

      • Students should be provided time to read

      • Students should gain ownership over texts by selecting what they read

      • Students should respond to text in a variety of ways and there must be teacher/student interaction regarding reading


    English dept 2005 06
    English Dept 2005-06http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • High level of satisfaction with the writing skills of students at LFHS

    • Less satisfaction with reading skills and overall enjoyment of reading (based off of 1st semester English finals and anecdotal information)


    Vocabulary the broad context
    Vocabulary: The Broad Context…..http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    “Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.”

    Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary, San Francisco: Pacific Resources for Education and Learning.


    Bringing Words to Lifehttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    Isabel Beck

    M. McKeown

    L. Kucan

    Guilford Press


    Vocabulary matching
    Vocabulary Matchinghttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    English vm
    English (VM)http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    Science vm
    Science (VM)http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    Social studies vm
    Social Studies (VM)http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    Results
    Results…http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • Tier One - Basic words

      • chair, bed, happy, house

    • Tier Two - Words in general use, but not common

      • concentrate, absurd, fortunate, relieved, dignity, convenient

    • Tier Three - Rare words limited to a specific domain

      • tundra, igneous rocks


    How can we use this information
    How can we use this information?http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • Vocabulary Matching Screening can be completed in about 15 minutes

      • Using the cut scores provided we have reason to believe that students with scores

        • less than 15 are likely to require strategic or intensive assistance

        • between 16 and 25 may require strategic assistance

        • above 25 are likely to be on track and can continue with instruction as planned

      • in order to meet academic expectations for Illinois State Achievement test in 10th grade


    Mazehttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    R cbm
    R- CBMhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    Program options
    Program Optionshttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    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 Secondaryhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    Reading

    Interventions


    Intensive Reading Interventionhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    High school tier 2 example freshman reading classes
    High School Tier 2 Example: http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdfFreshman 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
    WRC Mean Rate of http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdfGrowth 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 Planning Formhttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdfGoal: In 32 weeks, Cary will read 95 cwpm with at least 95% accuracy.


    Cary s progress
    Cary’s Progresshttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf


    Next steps
    Next Steps…http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • Math!

      • Math Department Proposal:

        • Screening & Progress Monitoring

        • Yearly Progress Pro (YPP) McGraw-Hill

          • Includes: CBM & Custom Tests


    Ypp examples
    YPP Exampleshttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    7th Grade Math Class

    8th Grade CBM Probe


    Ypp algebra geometry skill clusters
    YPP Algebra & Geometry http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdfSkill Clusters


    Developing components
    Developing Componentshttp://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • 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 http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf

    • 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


    Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc


    (02-03 compared to 03-04 X2 = 53.199, df = 2, p = .000) http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc

    (03-04 compared to 04-05 X2 = 6.324, df = 2, p = .042)


    Systems data
    Systems/Data http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc

    • System - SET Information

      • Overall Score approximately 80%

      • Teaching @ 70%

      • Acknowledgment @ 50%

    • Impact data

      • School has access to discipline and attendance data


    Practice
    Practice http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc

    • 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
    Report from School http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc

    • Teachers were not able to sustain, teachers did not remember to conduct drawings.

    • We can use department chairs to provide reminders and support to staff (System)


    Control classrooms
    Control Classrooms http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc


    Treatment classrooms
    Treatment Classrooms http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc


    At least at the school wide level you are trying to get 80 of your staff teaching
    At least at the school-wide level – you are trying to get 80% of your staff teaching!

    In Illinois – when schools get to 80/80

    • Fewer risk factors

    • More protective factors

    • More likely to have tried interventions beyond SW

    • More students with fewer discipline problems

    http://www.pbisillinois.org/ (see FYO5 Report)


    Examples of targeted interventions
    Examples of Targeted Interventions 80% of your staff teaching!

    • Behavior Education Program (BEP)

      • Check-In, Check-Out

    • Functional Behavioral Assessment/ Behavior Support Planning**

    


    Behavior education program bep features
    Behavior Education Program (BEP) 80% of your staff teaching!Features

    • Students identified and receive within a week

    • Check-in and check-out daily with an adult at school

    • Regular Feedback and reinforcement from teachers

    • Family component

    • Daily performance data used to evaluate progress

    Taken from: Hawken & March, 2004


    General 80% of your staff teaching!

    Data

    Decision

    Rules


    Step 1 problem identification
    Step 1: Problem Identification 80% of your staff teaching!

    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 80% of your staff teaching!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 80% of your staff teaching!

    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

    Comparison of Fall 2003 and Fall 2004 homework completion


    Total number of homework turned in late
    Total Number of Homework Turned in Late 80% of your staff teaching!

    ~3

    ~3

    Fall 2003

    Fall 2004

    ~2

    ~2

    ~0-1 assignments

    ~0-1 assignments


    Step 2 problem analysis
    Step 2: Problem Analysis 80% of your staff teaching!

    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
    Step 3: Plan Development 80% of your staff teaching!

    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.


    Question 80% of your staff teaching!: 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
    Step 4: Plan Implementation 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.

    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
    Step 5: Plan Evaluation 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.

    Question: Is the intervention plan effective?

    • Are the students making progress toward the goal?

      • Yes, 66% of students were in HE for 1 week. (33%-2 weeks; 3%-3weeks; 11 students total.)

    • Is the student decreasing the discrepancy between him/her and the general education peers?

      • Yes, 77% of students were in HE only 1x. (11%-2x; 8%-3x; 4%-4x; 6 students total.)

    • Is the plan able to be maintained in the general education setting?

      • No, 34% of students were involved in HE; Universal not targeted problem.


    Plan evaluation outcomes form
    Plan Evaluation Outcomes Form 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.


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