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Kansas Multi-Tier System of Supports Reading Implementation- Garden City

Kansas Multi-Tier System of Supports Reading Implementation- Garden City

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Kansas Multi-Tier System of Supports Reading Implementation- Garden City

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  1. Kansas Multi-Tier System of Supports Reading Implementation-Garden City

  2. Today’s Agenda • Review Reading Implementation Steps 1 – 9using new data from the most recent Universal Screening • Building Leadership Team Implementation Guide for Reading Steps 9 – 18: Progress Monitoring Students in Interventions

  3. Step 1: Review and Validate Universal Screening Data • Discuss as a team: How is universal screening data being reviewed and validated? • Remember, if you have questions about the validity of any student’s scores, then re-screen

  4. Step 2:Analyze Building Level Data Locate building level reports (AIMSweb: Tier Transition Report or DIBELS: Distribution Report) will provide percentage and numbers of students falling at Benchmark or Tier 1 (25th percentile and above), at Strategic or Tier 2 (10th – 24th percentile), and the Intensive or Tier 3 range (9th percentile and below).

  5. AIMSweb Tier Transition ReportCurriculum Based Measurement

  6. Tier Transition ReportMAZE-Comprehension

  7. AIMSweb Grade Level Assessments to Include for Composite Score

  8. Building Level Status

  9. Step 3: Analyze Grade Level Data • Use grade level reports • AIMSweb: Distribution by Scores & Percentiles (Well Above Average, Above Average, Average, Below Average, & Well Below Average) (Rainbow Report with target score)

  10. Step 3: Analyze Grade Level Data • Analyze the screening data for each grade level in the building and add it to the appropriate Grade Level Status worksheet • Compare this universal screening data to the previous screening data and answer the following questions: • What is our current Grade Level status? • Are we on track to meet our goal?

  11. Grade Level Status for each MeasurementQuestion: What is our current grade level status and end of the year goal? Grade Goal: By Spring, we want ___% to be at benchmark with their literacy skills.

  12. Step 4: Analyze classroom level data • Find the classroom level report • Analyze the screening data for at least one classroom in the building and add it to the Classroom Level Status worksheet for that classroom. • After evaluating the classroom level data and its implications, teams need to answer the following questions: • What is the current Classroom Level status? • Is this classroom on track to meet the goal?

  13. As collaborative teams evaluate classroom level data, here are issues that should be discussed and, if needed, reported to the leadership team • What do the strengths/needs of each class make us think about for differentiation? • Are core instructional practices and the core curriculum being implemented with fidelity? • Do staff have professional development or other needs?

  14. Step 5: Use New Screening Data to Revise How Students are Sorted into Groups. • Have any issues come up in your building regarding sorting students into the four Groups?

  15. Grouping Worksheet

  16. AIMSweb Grouping Indicators

  17. Phoneme Segmentation

  18. Grouping for Phoneme Segmentation Fluency (PSF) • Locate Class Distribution Report • Identify students needing strategic and intensive instructional services • Review the students’ PSF assessment and determineaccuracy percentage by dividing the student’s score by the number attempted. • Place into groups

  19. Phoneme Segmentation Grouping Summary

  20. Nonsense Word Fluency

  21. Grouping for Nonsense Word Fluency (NWF) • Locate Class Distribution Report • Review the students NWF assessment and determine pattern performance and accuracy % by dividing the student’s score by the number attempted. • Place into groups • Identify students needing strategic and intensive instructional services

  22. Nonsense Word Fluency Grouping Summary

  23. Oral Reading Fluency

  24. Grouping for Grades 7-8 • All students are given grade level Maze passages • Students not passing grade level Maze are given Oral Reading Fluency passages at their grade level

  25. Grouping is a Multi-Step Process Grades 9-12 • Students in grades 9-12 are given a grade level comprehension assessment • Students who do not pass the grade level comprehension assessment are given an 8th grade Maze • Students not passing 8th grade Maze are given 8th grade level Oral Reading Fluency passages • Determine accuracy and fluency • Determine instructional focus

  26. Step 6: Determine what Additional Information is Needed and Complete Diagnostic Process • Discuss any issues in your building related to completing the diagnostic process with students. • Does any further training of collaborative teams need to occur?

  27. Diagnostic Process for Oral Reading Fluency Once the initial instructional sort has been completed, the diagnostic process is started. • Students in Group 3 on the Oral Reading Fluency Grouping Sort should be given either a phonological awareness assessment (PAST), phonics assessment (QPS), or both to determine a student’s instructional need. These assessments are based on skill continuums.

  28. Grouping Worksheet

  29. QPS Information

  30. Grouping by Phonics ContinuumUse Phonics Grouping Worksheet

  31. Do the data indicate the need to implement a class-wide intervention? If more than 40% of the class need the same intervention then a class-wide intervention is needed. Q: What is considered a class-wide intervention? A: One example would be providing a protocol intervention to the entire class.

  32. Step 7: Determine Instructional Focus for Each Student and Finalize Instructional Groupings • Have any issues come up in your building related to determining the instructional focus for each student and finalizing instructional groups?

  33. Considerations for Finalizing Groups • Keep group sizes small • Supplemental: Small group instruction with group size depending on age level and materials being used; generally no more than about 3-5 students • Intensive: group size of 1-3 students • Base small groups on instructional need • Consider attitudes, behaviors, and motivation of each student • Monitor the progress of high risk students more frequently

  34. Considerations for Finalizing Homogeneous Intervention Groups Supplemental: • (K-6)an additional 30 minutes of targeted instruction should be provided beyond the core with groups of 3-5 students • (4-12) groups as large as 10 to 16 students for 30-50 minutes per day or one class period. Intensive: • (K-6) No more than 1-3 students for 60 additional minutes • (middle school) 1 to 4 students • (high school) 1- 5 students

  35. Step 8: Determine Appropriate Instructional Materials to Be Used For Each Instructional Grouping • Read Building Leadership Team Work for Implementation Step 8 (pg. 26-30). • Also read Collaborative Team Work (pg. 27).

  36. Elementary Curriculum Protocol Example

  37. Intervention Log

  38. Reading Implementation Day 2

  39. Step9: Review Frequency of Progress Monitoring Data Collection and Review • Read Building Leadership Team Work for Step 9 (pgs. 31-32 ). • Also read Collaborative Team Work for Step 9 (pg. 31-32).

  40. Building Team Work • Determine frequency of progress monitoring data collection for Supplemental and Intensive intervention, • Determine how frequently collaborative teams should meet to review the progress monitoring data. • Review the decision rule (from Structuring) regarding the number of data points needed to determine whether student performance indicates that adjustment to instruction may be appropriate. • Conduct fidelity checks to make sure that the collaborative teams are following the guidelines for frequency of progress monitoring.

  41. Building Team Work (cont’d) • Consider whether staff members have been informed about the data point decision rules of the system. • Consider any needs for professional development. • Consider how staff and resources are currently allocated to support instructional groups and whether any changes in staff/resource allocation are warranted.

  42. Planning to Train Collaborative Teams • When you return home, you will need to train the collaborative teams on the information you learn today. • A workbook of the implementation steps will be provided for work with the collaborative teams. • Think about issues related to progress monitoring collection and review that you will need to present to the collaborative teams. Are there issues that your leadership team needs to be sure to discuss? • Document these on the Action Plan

  43. Step 10: Identify Skills to be Progress Monitored • Read Building Leadership Team Work for Step 10 (pgs. 34-35 ). • Also read Collaborative Team Work for Step 10 (pg. 44).

  44. Postponing Progress Monitoring “By postponing progress monitoring you will lose the data that motivates teachers to keep going because progress monitoring documents the improvements that students are making.” (Hall, 2011, p. 31)

  45. Progress Monitoring Does Matter • Students whose teachers progress monitor regularly and use the data to make instructional decisions show more academic progress than students whose teachers do not progress monitor. • Teachers' accuracy in judging student progress increases when progress monitoring is used consistently. (Stecker & Fuchs, 2000)

  46. Why Is Progress Monitoring Important? • Research has demonstrated that when teachers use progress monitoring for instructional decision-making purposes: • Students achieve more. • Teacher decision-making improves. • Students tend to be more aware of their performance.(Fuchs, Deno, Mirkin, 1984; Fuchs, Fuchs, Hamlett, & Ferguson, 1992; Stecker, Fuchs, & Fuchs, 2005)

  47. Pre-Post Testing is Not Progress Monitoring • Pre-Post Tests measure • student growth within a specific program, or • whether a student has mastered specific skills • Progress Monitoring measures • whether growth is occurring on critical skills • whether sufficient growth is occurring for students to close the gap

  48. Grouping Worksheet MAZE R-CBM NWF R-CBM

  49. Matching Progress Monitoring to Instructional Focus

  50. Building Team Work • Support the collaborative teams in their work, • Check to make sure that students in intervention are being monitored on the correct skill, • Ensure correct progress monitoring measures are being used • Consider the current distribution of building resources and whether those resources need to be distributed differently, • Identify and plan for needed professional development, and • Consider any issues reported to the leadership team by the collaborative teams.