Effective Teaming Using Data to Guide Actions

Multi-Tiered Systems of Support (MTSS)in Secondary SchoolsDean Richards and Shelby DiFonzoOregon RTI Project11/10/111ObjectivesDiscuss the reasons to change the current system.Explore a framework for how to move to a multi-tiered instructional model in secondary schools.Discuss the current reality and needs around universal screening process and core instruction. (after lunch)

Point to the DestinationWhat is the final goal? Where are you heading?Create a destination postcard:

You dont see all the things necessary to get to the end (plane ride, getting to the airport, etc). We would never book a vacation by starting with all those tedious things we have to do to get there. We start with the destination in mind, knowing that all those tedious things are worth it because of the destination. So create the destination postcard for where you want your school or district to go.10/12/20103Diffusion of innovationsInnovators2.5%Early Adopter13.5%Early Majority34%Late Majority34%Laggards16%Everyone wants better schools. . .

few want them to be different!

First different, then better!

6THE BUDGETNot another thing!

PLCCurriculaELL & Sheltered InstructionCredit by proficiency

SchedulesOAKSInstructionProfessional developmentBehaviorAttendanceRTISpecialEducationInterventionsiObservaion

CFASo. . . we adopt a different ways of thinking about:TimeSchedulesAssessmentStudentsProfessional DevelopmentCurriculumTeamwork8The Process is Ongoing and Long-Term CONSENSUS

CONSENSUSINFRASTRUCTUREIMPLEMENTATIONCONSENSUSINFRASTRUCTURE

9Academic EngagementThe amount of time spent engaged in academic workI canBehavioral EngagementSchool attendance andparticipation in schoolI will

Psychological EngagementFeelings of competence and controlinvestment in learning, self regulation,goal setting and progress monitoringI want toSocial EngagementIdentification and affiliation with school, sense of belonging, perceived social supportI belong

FL PS/RTI Implementation ProjectResearch on Secondary LiteracyIES Practice GuideReading Next

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdfhttp://www.all4ed.org/files/ReadingNext.pdf11Reading Next Infrastructure recommendationExtended time for literacyProfessional developmentOngoing summative assessment of students and programsTeacher teamsLeadershipA comprehensive and coordinated literacy programReading Next Time recommendationExtended time for literacy, which includes approximately two to four hours of literacy instruction and practice that takes place in language arts and content-area classesWhy reading?More than 8 million students in grades 4 12 are struggling readers.40% of high school students cannot read well enough to benefit from their textbooks .69% of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level.Ontario School District GoalAll students will graduate prepared for college or career2010-2011About 80% of our students passed OAKS in Reading

Graduation Rate 64% (Cohort)But not everyone goes to college

23% of High School Graduates are not eligible for the military because they cannot pass the entrance exam

17But not everyone goes to college

The text in Technical Schools have a higher Lexile reading score than text in a 4 year college.

18

ResistanceSome teachers adjust the assignment and content rather than help students learn to read.

ResistanceSome content-area teachers expressed resistance to teaching reading.

ResistanceSome teachers just want to cover content unaware that helping them to read would help them understand content.

A fundamental philosophical shiftWe teach students, not subjects!Change in languageWe must teach students to be literate across all content areas.Students must speak, listen, read and write like a. . . . ScientistMathematicianArtistHistorianMusician

Does the student find the system or does the system find the child?

Donald participates in the general curriculumDonald is not successfulin classSchool team creates a plan for Donald with parents.ResumesgeneralprogramDonald improvesDonalddoesnt improveDonaldimprovesSpecial Education referral is initiatedA teacher brings Donald to the counselors or principals attention.Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline startsDonald does not improveReferral system25SallyDonald participates in the general curriculum withstrong instructionScreening shows Donald isnt doing wellEBIS Team conductsIndividual Problem solving & a more intensive intervention is selectedResumesgeneralprogramPM datashows Donalddoesnt improvePM data shows DonaldimprovesPM data shows Donalddoesnt improvePM datashows DonaldimprovesIntervention is intense and LD is suspectedImprovement is good and otherfactors are suspected as causeSpecial Education referral is initiatedTeam reviews achievement and behavioral data and places Donald in an intervention

Evaluation planning meeting, Procedural safeguards provided, consent obtained, 60 school-day timeline startsEBIS team works to intensify for Donald

RTI system26SallyTalk TimeCream please answer the following question:How is a RTI system different than the referral system?Coffee please answer the following question:Explain the difference between the system finding the child and the child finding the system.

With extra time switch questions

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screening processCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventionsSo how do we make this happen?Data based teamingReading Next Infrastructure recommendationExtended time for literacyProfessional developmentOngoing summative assessment of students and programsTeacher teamsLeadershipA comprehensive and coordinated literacy programReading Next Infrastructure recommendationExtended time for literacyProfessional developmentOngoing summative assessment of students and programsTeacher teamsLeadershipA comprehensive and coordinated literacy programReading Next Infrastructure recommendation

Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instructionSo how do we make this happen?LeadershipData based teamingLeadershipLeadership is an action, not a person!

That being said, administrators are very important in determining what is important! RTI will not work without the participation of administrators. LIT Problem-SolvingIt ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new.MachiavelliCanyons SD, UtahManaging Complex ChangeCHANGEVisionSkillsIncentivesResourcesActionPlans++++36Complex system change takes all of these things to be successful. When one or more of these things is absent, we run into problems.10/12/2010SchedulingWhat drives the schedule?Who teaches the classes?What are the necessary teacher endorsements for credits?

So how do we make this happen?Professional DevelopmentLeadershipData based teamingProfessional DevelopmentData used to drive professional development needs.

Tier 1 dataLead data iObservationLag data test scores

Teaching is public and itself the focus of study among professionals.

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screening processUniversal Screening serves 2 purposes:

Evaluate the quality of your schoolwide instructional system

Identify those who may need more support.

Purpose(s)

Essential Features of CBM Tools

Robust 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

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screening processCore Curriculum with strong instructionBig 5 of ReadingPhonemic Awareness PhonicsFluencyVocabularyComprehension

WritingFinite skillsInfinite skillsCore programThe research based curriculum and instruction across all classes that allow students to access and respond to text across content areas.IES RecommendationsRecommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Integrating explicit vocabulary instruction into subject areas enhances students ability to acquire textbook vocabulary. Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary needed for academic success. Many content area texts contain specialized vocabulary students may not encounter outside their textbooks. Therefore, repeated exposures in varying contexts must be planned. Do both direct word instruction AND instruction on strategies to implement 47IES RecommendationsRecommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Recommendation 2Provide Direct and Explicit Comprehension Strategy Instruction

IES RecommendationsRecommendation 3Provide Opportunities for Extended Discussion of Text Meaning and Interpretation

Level of Evidence: Moderate

IES RecommendationsRecommendation 4Increase Student Motivation and Engagement in Literacy Learning

Level of Evidence: Moderate

So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screening processCore Curriculum with strong instructionDecision rules and reading protocolThe guidelines that tell us which students need more supportDecision Rules and Protocol keep things consistentHelp to define need and success

Practical documents

http://www.oregonrti.org/files/u9/Secondary%20EBIS%20Handbook%20Final%20Aug.%2024-%202010.pdf

53TTSD: Reading Protocol

Roseburg Placement Rules

http://www.roseburg.k12.or.us/depts/educate/PBIS.html

55So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screeningCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringProgress monitoring serves 2 purposes:

Evaluate the effectiveness of ongoing interventions for cohort groups of students (evaluation of intervention)

Evaluate the effectiveness of ongoing interventions for individual students (evaluation of students response to intervention)

Purpose(s)Cohort GroupsGOALNot a child issue!!!Cohort GroupsGOALChase is not respondingIndividual StudentsGOALMay need a change. What do your decision rules say?So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screeningCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventions Educators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children face.

Buffum, Mattos, & Weber, Pyramid Response to Intervention, 2009If a school does not address the core programs effectiveness, roughly the same percentage of students will require interventions year after year. Likewise, if a large number of students are receiving Ds or Fs on assignments, and teachers do not use that formative assessment to adjust classroom instruction and curriculum, interventions will probably prove insufficient for many students. 62Another way to say it. . . You cannot intervene your way out of a core program issue.Research on Secondary LiteracyAdolescent Literacy Intervention ProgramsStupski Foundation: The Secondary Literacy Instruction and Intervention Guide

http://www.learningpt.org/literacy/adolescent/intervention.pdfhttp://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf

64Interventions for Adolescent Struggling Readers

Writing to Read

Research on Secondary Literacyhttp://www.centeroninstruction.org/files/Meta-analysis%20Struggling%20Readers1.pdfhttp://carnegie.org/fileadmin/Media/Publications/WritingToRead_01.pdf

65Critical Features Tier 2Targeted Instruction for Some

beyond the comprehensive core explicit instruction guided practice in targeted, key areas smaller groups use of additional instructional time

66Critical Features Tier 3Intensive Instruction for a Fewsignificantly behind critical reading skillsguided by a specific intervention program two or more of the key foundational areas relatively small percentage of students

Definition taken from stupski secondary literacy instruction guide67So how do we make this happen?Professional DevelopmentLeadershipData based teamingUniversal screeningCore Curriculum with strong instructionDecision rules and reading protocolProgress MonitoringInterventions