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Success With Response to Intervention at the High School Level Farmington High School March 9, 2012
Success With Response to Intervention at the High
School Level
Farmington High SchoolMarch 9, 2012
Welcome & Introductions Ben Kusch, Principal
Kristin Scherman, Secondary Literacy Coach
Kari Simonson, Reading Specialist
Sara Byers-Platt, Reading Specialist
Theresa Agerter, Assistant Principal
About Us Farmington High School
• Enrollment• Demographics• Recent History
Session Overview & Goals: Response to Intervention (RtI) Theory RtI in a Secondary Literacy Context Data Collection and Progress Monitoring Role of Common Formative Assessments Role of Collaboration Role of Purposeful Adult Action and
Supervision
RtI Overview What is your current level of
understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn
more”• “I am in the early implementation stages of
an RtI initiative/program”• “I am actively implementing an RtI
program/initiative in my organization and am curious about what others are doing”
RtI Overview What is your current level of
understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn
more”• “I am in the early implementation stages of
an RtI initiative/program”• “I am actively implementing an RtI
program/initiative in my organization and am curious about what others are doing”
RtI Overview What is your current level of
understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn
more”• “I am in the early implementation stages of
an RtI initiative/program”• “I am actively implementing an RtI
program/initiative in my organization and am curious about what others are doing”
RtI Overview What is your current level of
understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn
more”• “I am in the early implementation stages of
an RtI initiative/program”• “I am actively implementing an RtI
program/initiative in my organization and am curious about what others are doing”
RtI Overview What is your current level of
understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn
more”• “I am in the early implementation stages of
an RtI initiative/program”• “I am actively implementing an RtI
program/initiative in my organization and am curious about what others are doing”
“Typical” RtI Model
Tier 3: Intensive, Individual InterventionsIndividual students
High IntensityOf long duration5% of students
Tier 2: Targeted Group InterventionsSome students (at-risk)
Highly effective instruction in-addition to classroom instruction
Rapid response to specific intervention area of need15-20% of students
Tier 1: Core Intervention:All students (80% are successful with Tier 1 supports)
Preventative / Pro-activeAll students
Initial RtI Model—FHS Tier 3: Intensive, Individual Interventions
Individual studentsHigh Intensity
Of long duration
Tier 2: Targeted Group Interventions:1. RTI Model2. Research-based best practice in literacy instruction3. Highly-qualified Reading Specialists
Tier 1: Core Intervention:1. The Gradual Release of Responsibility Model2. Reading Across the Content Areas3. Non-Fiction Writing4. Assessing for Understanding5. Blooms Taxonomy
Background Information
New High Stakes Accountability Underperforming Students Lack of a Cohesive and
Comprehensive Plan Growing Concern
Planning Ahead Literacy Interventions for Adolescent
(High School) Readers • What Research Says• Use of Data• Entrance and Exit Criteria• The Necessity of “And”
Planning Ahead 4 Main Objectives of an Effective
Assessment Plan :• Screening• Progress Monitoring• Diagnosis• Evaluation
Planning Ahead Beliefs Around Reading Intervention:
• Multiple Data Measures• No Silver Bullet• Variability• Relationships
National Reading PanelBerrignger et al. 2006
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
What Came Next: A Different Approach to Intervention
• Variability of Need• With a Scalpel, not a Chainsaw
Class Structure: Refined66 Min. in addition to a regular English Class
READ ALOU
D
•Fiction•Non-
Fiction•Read
Naturally (fluency)
•Rewards (decoding)
MINI-LESSON
•All students receive mini-lesson instruction in the areas of comprehension or vocabulary strategies. Some phonemic awareness activities
•Read 180
INDEPENDENT
READING
•Last 20 min. of each class
•Students reading texts of their choice at their independent reading level
•Fridays are 66 min. of independent reading / conferring
Class Structure66 Min. in addition to a regular English Class
22 minutes
READ ALOUD
ORSmall
Targeted Groups
•Fiction•Non-Fiction•Read
Naturally (fluency)
•Rewards (decoding)
Class Structure
First 22 Minutes
READ ALOUD
Fiction or Non-Fiction
ORRead
Naturally (fluency)
90 Standard Score or below on TOSCRF
Rewards (decoding)
90 standard score or below on
TOSCRF&WJR nonsense
words
Class Structure66 Min. in addition to a regular English Class
22 Minutes
Mini Lesson
•All students receive mini-lesson instruction in the areas of:•Vocabulary
Strategies•Comprehensi
on Strategies•Phonemic
Awareness
Mini-Lessons: Vocabulary
o Root Treeso Thinking about patterns in wordso Morphemes: Roots, Prefixes, Suffixes: Identifying
them in words to decode and attach meaning o Word Mappingo Word Diary work
These strategies give students the ability to attach meaning to unknown words without having to use a dictionary, or worse…skip the word.
Mini-Lesson: ComprehensionActive Reading StrategiesoQuestionoEvaluate/CommentoConnectoReview/ClarifyoPredictoVisualizeoRespond
Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. Portmouth: Heinemann, 2003. Print.
Literature: The Reader’s Choice. New York: Glenco/McGraw-Hill, 2002. Print
Class Structure66 Min. in addition to a regular English Class
22 minutes
Independent Readin
g
•Students reading texts of their choice at their independent reading level
•Fridays are 66 min. of independent reading / conferring
National Reading PanelBerrignger et al. 2006
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
Engagement +Motivation= Success
In Order for this to Happen, Interventions Must Provide:• Choice in Reading• Print and Digital Resources that are at the
Students’ Independent Reading Levels• Opportunities to Read Independently• Authentic Experiences that Readers can
Respond and React to Orally and/or in Writing
(Guthrie, 2008)
Motivation
Connecting Students to Books Through:• Extensive Classroom Library• Showing Book Trailers• Proximity to Media Center• Relationships With Students• Encourage Students to Take Ownership for Their
Academic Growth.• Target Their Areas of Need: Assist in Ownership.• Help Them Realize that Reading is for Everyone.• Celebrate Growth
Qualitative Data: Success
In School Success:• Kids are reading: some outside of class• Students are passing the GRAD test• Last year’s seniors scheduled into Tier II
Reading Interventions achieved proficiencyPost Secondary Success
• Last senior to pass last year made the B honor- roll in college first semester.
Quantitative Data: Success
Quantitative Data: Success
Quantitative Data: Success
MAZE Slope TOSCRF Change
Intervention Condition
N Mean SD Mean SD
Comprehension
37 .62 .87 4.90 7.85
Code-Based 11 .90 .59 11.45 5.66
MAZE Slope Mann Whitney U, p=.27; d=.35TOSCRF Change Mann Whitney U, p=.003*; d=.89
(M. Burns, 2011)
Where We Are Today Our Current Senior Class
• Size: 392• Number of Students Still Needing to Meet
Proficiency Standards on GRAD Reading Exam: 9
Specifics on Those Nine• None of Those Student Received This Tier II
Proficiency Class Last Year.• 8 of them are SpEd and the last student is a
recent ELL transfer.
Where We Are Today Our Current Junior Class
• Size: 440• Number of Students Still Needing to Meet
Proficiency Standards on GRAD Reading Exam: 17
Specifics on Those Seventeern• Six are SpEd.• All are Currently Receiving Tier II Reading
Intervention.
Reflecting : In Progress
• Entrance / Exit Criteria• Resources• Teacher / Student Scheduling• Challenges with the “And, not Or”• What’s next?
Professional
/Program Developme
nt
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
TIER 1 •SD in Reading Across Content Areas
•SD in Assessing for Understanding / CFA’s
•Q-Comp hitting stride
•SD in Reading Across Content Areas
•SD in Assessing for Understanding / CFA’s
•Non-Fiction Writing
•SD in Reading Across Content Areas
•SD in Assessing for Understanding / CFA’s
•Non-Fiction Writing
•Gradual Release of Responsibility Instructional Model
•SD in Reading Across Content Areas
•SD in Assessing for Understanding / CFA’s
•Non-Fiction Writing
•Gradual Release of Responsibility Instructional Model
GOING DEEPER!
Resulting MCA Data
(% Proficiency)
56.6 69.1 77.6 74.9 81.1
Professional
/Program Developme
nt
2007-2008 2008-2009 2009-2010 2010-2011 2011-2012
TIER 2 •Initial data conversations•Literacy Research begins•Discussions with Data Coordinator
•Began to look at data
•Began to research programming
•Initial planning stages
•Rudimentary intervention programming
•Developed program criteria / data points•Developed “Literacy Class” (Proficiency /Accelerated)•Hired a Reading Specialist•Adjusted schedules •Tested program materials
•Refined program criteria•Refined “Literacy Class”•Hired an additional Reading Specialist•Refined schedules•Tested program materials•Worked alongside Matt Burns (U of M) to refine program assessments and intervention delivery•Began discussions with Sped. and ELL as it pertained to “collaboration”
•Refined program criteria •Refined “Literacy Class” to encompass all students•Refined schedules•Implementation of a true TIER 2 Model•Cont. collaboration between Sped. and ELL
TIER 3 SpEd/ELLProgramming
SpEd/ELLProgramming
SpEd/ELLProgramming
SpEd/ELLProgramming
SpEd/ELLProgramming
Resulting MCA Data
(% Proficiency)
56.6 69.1 77.6 74.9 81.1
StudentProfile
(Key struggles)
Standards Assessments:*Triangulate data for services
Tiered Interventions
Classroom InterventionFor students scoring at or below 26th to 40th percentile and/or who
are reading one to two levels below their current grade level and need
support in vocabulary and comprehension.
Screening:MAP / NWEA (through 9th grade or until students obtain a RIT of 235-240 two consecutive times by the end of 8th gradeMCA IIIDRA Maze/ClozeFormative Classroom AssessmentsWriting Sample
Small/ Flexible Groups ( Multiple level text ,Explicit instruction, Strategic reading strategies) Additional vocabulary support Differentiation( Content / Process/ Product) Additional Word Work support
Intervention Levels 1 and 2“Proficiency Reading”
For students scoring at or below 50th percentile and/or who are
reading one to four levels below their current grade level and need
support in vocabulary and comprehension, fluency, and
decoding (at risk of not passing the GRAD)
Identify Essential Learnings Diagnostic: DRA (fall) MAP
(fall) SRI
(fall) TOSCRF WJR III
(word attack)
ProgressMonitor: DRA (Winter) MAP
(Winter) SRI (Quarterly) TOSCRF WJR III
(word attack)
*On-going formative assessments through conferences and observational data
Summative: DRA (Spring) MAP
(Spring) MCA III
(Spring) SRI
(Quarterly) TOSCRF
Groups of 16-20;1 year course in addition to core English class Readers Theater *Other supplemental material Reading workshop model Read Naturally REWARDS Root work *Other supplemental material
Identify Essential Learnings Groups of 10-16;1 year course in addition to core English class Read 180 Readers Theater REWARDS Read Naturally Root work Comprehension strategy work *Other supplemental material
Intervention Level 3For students scoring at or below the 10th percentile and/or who show the most extreme deficits in many areas
of reading including phonics, fluency, vocabulary and
comprehension.
Identify Essential Learnings Groups of 1-5; 2-3 yr course in addition to / or co-taught English core classIntense direct instructionSeen daily Read 1807 Syllables (Reading Week Seminar)
Farmington Guide to Reading Intervention (6-12)
In Summary. . . . In Progress
• Continued work and professional development Tier I Tier II
• Blending of Tier II and III Interplay of Mainstream and Special Education
• Beyond Remediation• Progress Monitoring
What’s Next?
Farmington’s Framework for Customized Learning
Contact Information Ben Kusch
• [email protected] Kristin Scherman
• [email protected] Kari Simonson
• [email protected] Sara Byers-Platt
• [email protected] Theresa Agerter
