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Core Strength Training: Tier I for All!Dean Richards

TargetsUniversal ScreeningCore Instruction delivered with FidelityTier 1 Data-Based Decision Making

In other words. . . .

I want you to have a massively ripped core!

Evaluating your Core ProgramEssential Features of CBM ToolsRobust indicator of academic health Brief and easy to administerCan be administered frequentlyMust have multiple, equivalent forms(If the metric isnt the same, the data are meaningless)Must be sensitive to growth

Screening Tools are designed to:Compare all students to the same grade-level standardAccurately identify those who are on track to meet grade level expectations, and those who will need more supportEvaluate the quality of your schoolwide instructional systemBe efficient, standardized, reliable, and validScreening tools are NOT designed to:Identify specific instructional levels for individual studentsIdentify WHY some students will need more supportEvaluate individual teachersTake a large amount of instructional time and vary between classrooms

Good Screening ToolsMazeEasyCBMAIMSweb ORFDIBELSMath ComputationMath ApplicationsMath Tests of Early NumeracyWriting (Total Words Written)Writing (Correct Word Sequences)Quick Phonics assessmentQRI-IVCORE Multiple Measures AssessmentDRA2Fountas and PinnellReport cardsOAKS standardsUnit Tests, core curriculum weekly tests on skills that are learnedScreenersNot Screeners

What was something that you already knew about screeners?

What was something new about screeners?

Are there questions you still have about screeners?Talk to a neighborHowever beautiful the strategy, you should occasionally look at the results.--Winston Churchill, British prime minister

Strong data analysis guides decisions

Do not get stuck in problem admiringDo not get stuck in problem admiring

Tier 1/Core Team Guiding Questions

Guiding QuestionsBased on districtwide screening data, is our core program sufficient for most students?Review and analyze benchmark screening data. Determine percentage of students at low risk, some risk and at-risk levelsDetermine percentages compared to previous years and earlier in the yearDetermine percentages of student movement amongst levelsReview annual OAKS testing data.Determine percentage of students meeting minimum proficiency standards as set by the districtFor example, Proficiency > 35%ile

Types of assessmentScreenersCBMsMastery assessmentWeekly testsNovel testsDiagnostic AssessmentDRA, Phonics assessment, QRI Program AssessmentOAKS

Determine percentage of students at low risk, some risk and at-risk levels

Determine percentages compared to previous years and earlier in the year

Determine percentages of student movement amongst levels

1310 31612136666000Intensive at Beginning of the yearStrategic at Beginning of the yearBenchmark at Beginning of the year

OAKSPassing OAKS 3rd grade (204) places a child in the 17th percentilePassing 3rd grade is not enough. By 5th grade, if these students stay at the same percentile they will fail OAKS By 10th grade, if these students stay at the same percentile they will fail OAKSThis student will score a 236 and pass at the 32nd percentile

Based on 2009-2010 ODE percentiles

What does your screening data look like??

What was something that you already knew about data analysis?

What was something new about data analysis?

How is this system a new or different way of looking at data?

Talk to a neighborAvoiding TBU True But Useless

Moving from data collection and analysis to action on data.

Hows your herd?

Weak core instruction

Strong core instruction

Interventions

Difficult to scheduleTime consumingExpensiveRequires trained personnelDisconnectedWe cannot solve the herd problem one cow at a time. We need a system to feed them all well.

In other words

vs.Overtly teaching each step through teacher modeling and many examples (Gradual Release Model).

ExplicitSystematicPractice and MasteryApplication and FeedbackEssential Components of Effective Reading Instruction

30Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program

ExplicitSystematicPractice and MasteryApplication and FeedbackEssential Components of Effective Reading Instruction

31Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.

ExplicitSystematicPractice and MasteryApplication and FeedbackEssential Components of Effective Reading Instruction

32Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.

ExplicitSystematicPractice and MasteryApplication and FeedbackEssential Components of Effective Reading Instruction

33How does it help a struggling reader to be in core?They need the most instructionNeed to be exposed to grade level materialIf they miss grade level material, they will never catch upJust because there is a deficit in one area, does not mean there is a deficit in all areas of readingInterventions are limited in scope

What do you do to accommodate the struggling reader in your class?Talk to a neighborA flabby core means you will have more students in need of intervention!In other words

What now?Instructional needsWhat are the common instructional needs of the students this grade level?

Often we will need additional sources of information to be able to answer this question well!!!

Phonemic Awareness Word comparisonRhymingSentence segmentationSyllable segmentation and blendingOnset-rime blending and segmentationBlending and segmenting individual phonemesPhoneme addition, deletion and manipulation

Instructional needsPhonicsLetter sounds VC and CVCConsonant DigraphsCVCC and CCVCSilent ER-control vowelsAdvanced consonants (i.e.,-tch, kn, soft c &g)Vowel TeamsMulti-syllable wordsPrefixes and suffixes

Instructional needs95%98%99%The Secret Life of Bees18.57.43.6My Brother Sam is Dead1563The Magic School Bus62.41.2FluencyAccuracyProsody Expression EmphasisPhrasingVolumeSmoothnessRateCWPMThe old man the vegetable garden.Instructional needsVocabularyContextual Analysis: A strategy readers use to infer or predict a word from the context in which it appears.Morphemic Analysis: A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.)Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening.

Center for Teaching and Learning, University of Oregon

Instructional needsVocabularyContextual AnalysisMorphemic Analysis

Expressive VocabularyReceptive Vocabulary

Center for Teaching and Learning, University of Oregon

Instructional needsComprehensionText StructureMake Inferences and AnalyzeEvaluateStory StructureGenerate QuestionsSummarizeMonitor Comprehension

Keep in mind:Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill

Instructional needsOAKS strandsUnderstand vocabulary meaning within the contextRead to Perform a TaskDemonstrate General UnderstandingDevelop an InterpretationExamine Content and Structure of Informational TextExamine Content and Structure of Literary Text

What was something that you already knew about Instructional needs?

What was something new about instructional needs?

Are there questions you still have about instructional needs?Talk to a neighborIdentify and celebrate what worksi) What has worked?

Examine the dataWhich teachers/grade levels/buildings have people heard are successful?Opportunities for peer observation? Coach or administrator cover class for 20 minutes

Identify and celebrate what worksInstructional adjustmentsWhat agreements can the grade level make on common instructional strategies?

Common Instructional Strategies

ExampleAn exampleInstructor provides explicit instructionSets the purpose for the instructionPost target for the students and yourself Language, learning, and behavior targetsLet students know what you want them to learn and why there is a sense of urgencyFocus wall

Active engagement of all studentsiii) What agreements can the grade level make on common active engagement strategies?

How will you increase active engagement to increase the effectiveness of the instruction?

Active engagement of all studentsHow many times it takes to learn something newAverage Learner

Everybody else

Truly disabled student

Jo Robinson (2008)4-14 times14-250 times250-350 times54

Active engagement of all studentsThe no-hands classroomHand Raising hits the best and leaves the restIf there hand is raised then you dont need to call on them!Choral ResponsesPartner Responses

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Active engagement of all studentsIncrease student talk time (i.e. 10:2 strategy)Partnerships (assigned, specific roles) Multiple turns leads to multiple opportunitiesMore turns = more practice

Think/pair/shareThink/write/shareChoral responseJobs/roles of studentsGraphic organizer in use as a response to instructionPhysical gestures; hand signalsWhite board responses

ManipulativesStudents are meaningfully engaged in reading, writing or talking about the content of the lessonCooperative groups are productively engaged in dialogue, discourse or learning activitiesGuided practice is evidentStudent self assessment

Active engagementAmy Petti & Tara Black. Adapted from LBUSDLesson activitiesActive ParticipationDr. Anita ArcherNote the active participation procedures that are directly taught to students.Active ParticipationDr. Anita Archer

What was something that you already knew about active participation?

What was something new about active participation?

How were active participation skills directly taught to students?Talk to a neighborWhat can you do to improve your teaching of the core to fidelity?

Large group and small group instructionPacing

Why is fidelity important?Comprehensive program incorporates all components of readingStudents have the opportunity to make connections across textsStudents read text that supports vocabulary, phonics, and comprehension lessonsThe whole school has a common language, common goal, and common tools.

The core program provides the answer to what we teach. . . . we must bring our best instruction to answer how we teach.--Amy Petti, PSU

Fidelity to the coreYour must have different types of workouts to have a ripped core!Hanz and Franz say:

Large group instructionText is designed to be the initial instructionWhole group text may be above or below some studentsWhole group instruction should be a limited amount of timeMini lessons should be miniIf students listen for 10 minutes, why talk for 30?

Large group instructionText is used as a model to teach literacy skillsAll students have access to the main selection (listen, read aloud by teacher or other adult, partner read, read alone)

Small Group InstructionText is at the students instructional levelConducted in small, flexible groupingsThe text is focused on the needs of the studentsThis is a time to meet the individual needs of each studentSmall Group InstructionEach student has their own copy of the text and they read independently while the adult observes their reading behaviors (this is not round robin reading)The adult explicitly guides the students and addresses errors the students are makingAfter the students read, the adult leads a group discussionHow much of each?You should spend more time face to face with your most struggling readers?

Is this fair?

There is only 2 kinds of fair. . .state and county

It is all about the end result!

How much of each?You should spend more time face to face with your most struggling readers?

Meet with your most struggling readers daily for at least 15 minutes.Eyeballs on the textPractice does not make perfect, but perfect practice makes perfect. Corrective feedback is important.

What are your professional development needs and goals?

These can be tied to your professional development plan, observations and PDUs.

Professional development

Model lessons by coach or peerPeer lesson observationSubstitute time for team planningVisit high performing schools within the district or areaIn school experts training at staff meetingsInstructional highlights at staff meetingsDont forget Paraprofessionals! Professional development

What professional development opportunities can we create in tough economic times?Talk to a neighbor

Explicit, systematic, feedback, application 90 min reading block structureProfessional DevelopmentFidelityImproving Your CoreSet fresh goalsc) Establish an end of the year goal to work toward for the percentage of student you would like to see in each tier based on assessment data.

Establish an end of the year goal of percentages in each tierJanuarySpring GoalBenchmark65%75%Strategic22%18%Intensive12%7%A ripped core is the goal!!!

Questions????