Multi-tiered Instruction at the Secondary Level

1. Multi-tiered Instruction at the Secondary Level

2. Today We’ll Be Serving… • Secondary RTI: Uncharted territory • Data-based Teaming • Leadership • Professional development • Core Curriculum • Interventions • Universal Screening • Progress Monitoring

3. Research on Secondary Literacy IES Practice Guide Reading Next

4. Research on Secondary Literacy Adolescent Literacy Intervention Programs Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide

5. Practical documents

6. Why Focus on Reading in Secondary Schools? Teaching reading is considered, by many, to be an elementary school task despite overwhelming evidence to the contrary: • More than 8 million students in grades 4 – 12 are struggling readers (USDoE 2003). • 40% of high school students cannot read well enough to benefit from their textbooks (NAEP, 2005). • In Oregon in 2009-10 a significant number of 8th graders (33%) and 10th graders (32%) did not meet reading standards. Graduation!?!?!?! • The problem is more severe, when we disaggregate data by racial and special program (ELL, SPED) subgroups.

7. In other words. . . “Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.” -Reading Next, 2004

8. So How do we Address this Problem? Interventions Progress Monitoring Decision rules and reading protocol Core Curriculum with strong instruction Universal screener Data Based Teaming Leadership Professional Development

9. CONSENSUS CONSENSUS INFRASTRUCTURE IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

10. Data Based Teaming

11. Types of Meetings Tier 1 meetings Tier 2 meetings Why: To place and monitor students in interventions When: Monthly for each grade level Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed. Data: OAKS, MAZE, Grades • Why: To evaluate the health of core instruction • When: 3 times a year • Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed. • Data: OAKS, MAZE, Grades

12. Core Team membership • Principal • Classroom Teachers • Instructional Coordinator/Reading Specialist • School Counselor/Psychologist • Learning Specialist • ELL Teacher

13. Leadership Leadership is an action, not a person! That being said, administrators are leaders! RTI will not work without the participationof an administrator(s) with decision making authority.

14. Leadership Top-Down • Making RTI a priority • Strategic planning • Budget planning • Support and buy-in for systemic, consistent programs • School improvement plans Bottom-up • School literacy committees participated in training and planning • Teacher-teams identified key literacy strategies for training and roll-out • Literacy committees review curriculum and selected intervention programs

15. Professional Development • Delivery: • Ongoing • Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance. • Sufficient time to collaborate and plan • Data ALSO used to drive professional development needs.

16. Professional Development Content: • Core curriculum & instruction • Assessment • Interventions • Teaming • Data-based decision making • SPED procedures

17. What is Universal Screening? • Universal screening is the process of efficiently assessing ALL students in a timely manner (3x/year) to: • Assess students proficiency in essential academic areas • Analyze the effectiveness of curriculum, instruction, and school organization • Identify students that MAY need additional help

18. Universal Screening Measuresat the Secondary Level • OAKS • Maze • Grades • Attendance • Office Discipline Referrals (Behavioral ODRs)

19. Why Universal Screening?1. Determine Program Effectiveness • Are 80% of our students meeting the benchmark? • 80% by ethnicity? • By program sub-group? • By subject? • Evaluate three times a year • MS Core Data Analysis

20. Why Universal Screening? 2. Program Evaluation • Helps you to determine if the core curriculum needs to be addressed • Intensity • Fidelity • Targeted • Instructional skills

21. Why Universal Screening?3. Identify Students Needing Support • Periodic and universal screening ensures that no students “fall through the cracks” • Strategic support: Students are placed in a program that provides moderate intervention and progress monitored every 2 weeks • Intensive support: Students are placed in an intervention that is intense and progress monitored every 2 weeks

22. Identifying Students that Need More • MS EBIS Group Planning form

23. Universal Screening with OAKS 2009-2010 OAKS Cut Scores and Percentile Ranks

24. Maze and Probability of Success on Oaks READING (TTSD)

25. Core Program • Answers the critical question – “What do we expect every student to know and be able to do?” • Create alignment across grade levels • Ensure all of the standards are being addressed • Are students prepared to graduate?

26. IES Recommendations • Provide Explicit Vocabulary Instruction (Strong) • Provide Direct and Explicit Comprehension Strategy Instruction (Strong) • Provide Opportunities for Extended Discussion of Text Meaning and Interpretation (Moderate) • Increase Student Motivation and Engagement in Literacy Learning (Moderate)

27. Current Practices for Interveningin Secondary Schools • For: English/language Arts (LA) & Mathematics • • During: Separate class periods in lieu of electives for an entire semester; if mastery was attained prior to the end of the semester, the remaining time was used to teach directly at the student’s skill level • • Exiting Tiered Support: At semester breaks • • Other Options for Providing Tiered Support: Mechanisms already built into the master schedule, such as co-lab classes, seminars, or other academic supports available during day • • Tier 2: Large group instruction or smaller groups within a larger intervention classroom; instructional focus is on vocabulary, comprehension and study skills instruction in English/LA • • Tier 3: Small groups or individual students; instructional focus is on acquisition of basic skills like phonics or decoding often using a published intervention program

28. More Intervening Practices • Roseburg Targeted Classes for Tier 2 and 3 students Co-Taught Language Arts and Math Additional period with Sped teacher /IA using an intervention program • Tigard Soar to Success (MS) and Read 180 (HS) for Tier 2 students Language! For Tier 3 students Co-Taught classes • Adlai Stevenson One period a day devoted to intervention or enrichment. Students are grouped according to need. Lunch period becomes an intervention time

29. Decision Rules • Provide the “now what” after teams have analyzed student data • Guide decisions for all tiers • Take the guesswork out of “what to do next” • Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? -Dr. Ed Shapiro

30. What is Progress Monitoring? • …repeated measurement of academic performance to inform instruction of individual students in general and special education... It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction. -National Center on Response to Intervention

31. Progress monitoring answers the question…. Is what we’re doing working?

32. Effects of Progress Monitoring • Progress monitoring has been extensively researched in SPED (Fuchs & Fuchs, 1986) • Students showed improved reading scores when teachers: • monitored their progress (+.70 effect size) • graphed their reading scores (+.80 effect size) • used decisions rules to determine whether to make a change in instruction (+.90 effect size)

33. Why We Monitor Progress For your typical student that’s a gain of… +32%ile points +29 %ile points +26 %ile points

34. Effects of Progress Monitoring • Additional support for effectiveness in General Education (Fuchs, et al., 1994) • CBM with decision rules (Fletcher, et.al., 2006) • “goal raising rule” for students responding well: (effect size = .52) • “change the program rule” for students not responding well (effect size = .72) • Results in teachers planning more comprehensive reading programs

35. Progress Monitoring in Secondary Schools • Select assessment tools Typically Maze • Determine how often Typically Every 2 weeks • Who will Administer & Score  SLP Teacher • Who will input & analyze data Instructional Coordinator • Using the data • Intervention planning at monthly meetings • Student feedback • Parent feedback Sanford & Putnam (2007)

36. Progress monitoring with MazeContinued Now in Language C with Randall

37. Resources to Support You • Oregon RTI Team • Reading Next • Oregon K-12 Literacy Framework • Stupski Secondary Literacy Instruction Guide • Learning Point Adolescent Literacy Instruction Program Review • Florida Center for Reading Research • Breaking Ranks in Middle and High Schools • “Tiered Interventions in High Schools” – Center on Instruction