Multi-Tiered Systems of Support (MTSS)
in Secondary SchoolsDean Richards
Oregon RTI Project
Objectivesbull Discuss the reasons to change the
current systembull Explore a framework for how to move
to a multi-tiered instructional model in secondary schools
bull Look at a few of the critical steps that you can begin to move toward MTSS
Expectationsbull Demonstrate good audience skillsndash Silence cell phonesndash Hold side conversations out of ear shot
of othersndash Engage in active listening
bull Participate in partner discussionsbull If you need a break take one
Partnershipsbull Pick someone near you to be your
partnerbull The person with the next birthday is
coffee
bull The other person is cream
Diffusion of innovations
Innovators25
Early Adopter135
Early Majority34
Late Majority34
Laggards16
Everyone wants better schools
few want them to be different
First different then better
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
Objectivesbull Discuss the reasons to change the
current systembull Explore a framework for how to move
to a multi-tiered instructional model in secondary schools
bull Look at a few of the critical steps that you can begin to move toward MTSS
Expectationsbull Demonstrate good audience skillsndash Silence cell phonesndash Hold side conversations out of ear shot
of othersndash Engage in active listening
bull Participate in partner discussionsbull If you need a break take one
Partnershipsbull Pick someone near you to be your
partnerbull The person with the next birthday is
coffee
bull The other person is cream
Diffusion of innovations
Innovators25
Early Adopter135
Early Majority34
Late Majority34
Laggards16
Everyone wants better schools
few want them to be different
First different then better
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
Expectationsbull Demonstrate good audience skillsndash Silence cell phonesndash Hold side conversations out of ear shot
of othersndash Engage in active listening
bull Participate in partner discussionsbull If you need a break take one
Partnershipsbull Pick someone near you to be your
partnerbull The person with the next birthday is
coffee
bull The other person is cream
Diffusion of innovations
Innovators25
Early Adopter135
Early Majority34
Late Majority34
Laggards16
Everyone wants better schools
few want them to be different
First different then better
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
Partnershipsbull Pick someone near you to be your
partnerbull The person with the next birthday is
coffee
bull The other person is cream
Diffusion of innovations
Innovators25
Early Adopter135
Early Majority34
Late Majority34
Laggards16
Everyone wants better schools
few want them to be different
First different then better
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
Diffusion of innovations
Innovators25
Early Adopter135
Early Majority34
Late Majority34
Laggards16
Everyone wants better schools
few want them to be different
First different then better
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
Everyone wants better schools
few want them to be different
First different then better
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
THE BUDGET
Not another thing
PLC
Curricula
ELL amp Sheltered
Instruction
Credit by proficiency
Schedules
AssessmentInstruction
w engagement
Professional development
Behavior
MTSS
SpecialEducation
Interventions
TAG
CFA
So we adopt a different ways of thinking about
bull Timebull Schedulesbull Assessmentbull Studentsbull Professional Developmentbull Curriculumbull Teamwork
The Process is Ongoing and Long-Term
CONSENSUS
Research on Secondary Literacy
Why readingbull More than 8 million students in
grades 4 ndash 12 are struggling readersbull 40 of high school students cannot
read well enough to benefit from their textbooks
bull 69 of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level
Is your Mission and Vision matched by your data of on time
grads of drop outs Meets and
ExceedsAttendance Average ODRs
a day78 52 889 93 21
Educate every child
Not actual data
ldquoBut not everyone goes to collegehelliprdquo
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
The Process is Ongoing and Long-Term
CONSENSUS
Research on Secondary Literacy
Why readingbull More than 8 million students in
grades 4 ndash 12 are struggling readersbull 40 of high school students cannot
read well enough to benefit from their textbooks
bull 69 of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level
Is your Mission and Vision matched by your data of on time
grads of drop outs Meets and
ExceedsAttendance Average ODRs
a day78 52 889 93 21
Educate every child
Not actual data
ldquoBut not everyone goes to collegehelliprdquo
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Research on Secondary Literacy
Why readingbull More than 8 million students in
grades 4 ndash 12 are struggling readersbull 40 of high school students cannot
read well enough to benefit from their textbooks
bull 69 of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level
Is your Mission and Vision matched by your data of on time
grads of drop outs Meets and
ExceedsAttendance Average ODRs
a day78 52 889 93 21
Educate every child
Not actual data
ldquoBut not everyone goes to collegehelliprdquo
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Why readingbull More than 8 million students in
grades 4 ndash 12 are struggling readersbull 40 of high school students cannot
read well enough to benefit from their textbooks
bull 69 of 8th grade students fall below the proficient level in their ability to comprehend the meaning of text at their grade level
Is your Mission and Vision matched by your data of on time
grads of drop outs Meets and
ExceedsAttendance Average ODRs
a day78 52 889 93 21
Educate every child
Not actual data
ldquoBut not everyone goes to collegehelliprdquo
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Is your Mission and Vision matched by your data of on time
grads of drop outs Meets and
ExceedsAttendance Average ODRs
a day78 52 889 93 21
Educate every child
Not actual data
ldquoBut not everyone goes to collegehelliprdquo
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
ldquoBut not everyone goes to collegehelliprdquo
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
ldquoBut not everyone goes to collegehelliprdquo
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Resistancebull Some teachers adjust the
assignment and content rather than help students learn to read
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Resistancebull Some content-area teachers
expressed resistance to teaching reading
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Resistancebull Some teachers just want to cover
content unaware that helping them to read would help them understand content
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
The Use of Textbooksbull The studentsrsquo difficulties with reading
textbook materials were among the chief reasons for low performance in science and social studies Gomez and Gomez (2007)
Schmoker Focus
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
The Use of Textbooksbull If we do not teach to read our
content texts how can they extend their understandingndash You cannot learn a discipline without
being able to read that discipline
Schmoker Focus
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
A fundamental philosophical shift
We teach students not
subjects
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
Explicit about my instructionbullExplicit roles for each partner
bullBuilt in differentiationbullIt is the beginning of the conversation I
realize there will not be enough time
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Core Curriculum with strong instruction
Decision Rules with Protocol
Progress Monitoring
Interventions
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
So how do we make this happen
Data based teaming
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading Next Infrastructure
recommendationbull Extended time for literacybull Professional developmentbull Ongoing summative assessment of
students and programsbull Teacher teamsbull Leadershipbull A comprehensive and coordinated
literacy program
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading Next Infrastructure
recommendation
bull Teacher teams which are interdisciplinary teams that meet regularly to discuss students and align instruction
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Professional Learning Communities=
Data Based Teaming
bull Four Questions for Professional Learning Communities ndash What do students need to know and be able to dondash How will we know when they have learned itndash What will we do when they havenrsquot learned itndash What will we do when they already know it
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
bull Lead datandash Walk through tools
bull Lag datandash OAKSndash EasyCBMndash Gradesndash Behavior
bull Prepare for resistance to new and different types of data ndash We go with what we
knowndash Be clear about what
carries the most weight
Types of Tier 1 Data
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Roseburg Assessment Plan
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
TeamingTier 1 Tier 2 Tier 3
What is discussed Overall instructional health of the school
Interventions Individual Students
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
TeamingTier 1 Tier 2 Tier 3
What data is used bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
bullCBMbullIntervention assessmentsbullBehavior databullGradesbullOAKS
bullCBMbullIntervention assessmentsbullBehavior databullOther data specific to childbullGradesbullOAKS
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
TeamingTier 1 Tier 2 Tier 3
Who attends bullAdministratorbullCounselorbullTeacher representatives Reports to all staff
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullTeacher representativesbullELLbullSpecial Education Teacher
bullAcademic or behavioral administratorbullIntervention teachersbullInstructional coachbullCounselorbullParentbullTeacherbullELLbullSpecial Education Teacher
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
TeamingTier 1 Tier 2 Tier 3
How often At least 1 time a year 2x ideal
Quartertrimester As needed
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Make a quick list of teams that you
have that regularly gather to look at student achievement data
bull Coffee share first then cream
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Teamingbull Literacy Leadership Teamndash Attendance Principal Literacy
Specialist Special Education Classroom (1 representative per grade level)
ndash Purpose Look at school wide literacyndash Plans professional developmentndash Align Special Education General
Education and ELL
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Tier 1
What is discussed Overall instructional health of the school
What data is used
bullOAKSbullCBMbullBehavior databullGradesbullFidelity walk through
Who attends
AdministratorCounselorTeacher representatives Reports to all staff
How often At least 1 time a year 2x ideal
Outcomesbull Focus for staffbull Coordinated
instructional strategiesbull Professional
development
Tier 1 Teaming
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Types of Tier 1 Databull What data should be broughtbull Who should bring itbull How will it be presentedbull What was the purpose of the
assessmentndash Universal ScreeningProgress Monitor
(EasyCBM)ndashMastery (In class assessments)ndash Diagnostic (SRAI Placement
assessments)ndash Program (OAKS EasyCBM)
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Tier 1 Teamingbull The purpose of a tier 1 meeting is to
use data to help you know where your instructional focus should bendash Focused professional developmentndash Coordinated plan
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
bull Schedule of meetingsndash Schedule generated
at the beginning of the year
Monthly Schedule (Bethel SD)All Staff Meeting
Grade Level Team Meeting
Literacy Leadership Team
Off
Teaming
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Tier 1 Teamingbull Are the right people attending the
meetingsndash Counselorndash Special Educationndash General Educationndash Administrator
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Tier 1Teamingbull Agenda of Tier 1 meetingndash Addressing infrastructurendash Addressing instruction
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Tier 1 Teaming
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Tier 1 Teamingbull What can all for your teachers do to
improve outcomes for allndash Active engagementndash Explicit instruction
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Cream please answer the following
questionndash What is your current practice for
supporting literacy in your schooldistrict at the secondary level
bull Coffee please answer the following questionndash How does this change in language
philosophy resonate with you
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Early Warning System
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Early Warning Systems
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Early Warning Systemsbull Testingndash OAKSndash CBM
bull Academic Failurendash GradesGPAndash Students at risk of losing credits
bull Behaviorndash AbsenteeismTardyndash Office Discipline Referrals
bull Student surveybull Walk through tools
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Academic EngagementThe amount of time spent engaged in academic work
ldquoI canrdquo
Behavioral EngagementSchool attendance andparticipation in school
ldquoI willrdquo
Psychological EngagementFeelings of competence and control
investment in learning self regulationgoal setting and progress monitoring
ldquoI want tordquo
Social EngagementIdentification and affiliation
with school sense of belonging perceived
social supportldquoI belongrdquo
FL PSRTI Implementation Project
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
bull State test
bull CBM
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
On TrackAt Risk
Off TrackHigh Risk
Extremely off Track
000
1000
2000
3000
4000
5000
6000
7000
Grad Plan 09-10
Grad Plan 08-09
Grad Plan 07-08
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
409
154
164
273
Sample High School Fall Semester 2011-12On Track for Graduation
On Track Nearly On Track Becoming At-Risk At-Risk
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
EWS serves 2 purposes
1Evaluate the quality of your schoolwide instructional system
2Identify those who may need more support
Purpose(s)
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Developing a District-Wide Early Warning System
The best predictor of future failure is current failure and disengagement
Assessing risk across multiple variables allows teams to provide early intervention and prevent disengagement from school and course failuresAt-risk and off-track students are identified through
analyzing a combination of engagement and academic data
Many students experience course failures as a result of disengagement (eg excessive absenteeism lack of productivity inattention)
Systematically assessing student engagement allows schools to identify students in need of support before they have failed courses or acquired skill deficits related to missed instruction Rebecca Sarlo PhD
Hollie Pettersson PhD
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Middle School Risk Indicators Academic and Engagement Indicators
Attend school less than 80 of the time Due to absenteeism or discipline issues Excused or unexcused absences
Receive a low final grade for behaviorFail either math or EnglishReading
Retention64 of students repeating a grade in
elementary school eventually drop out63 of students held back in middle school
eventually drop out
MobilityMultiple schools during educational career
Kennelly amp Monrad 2007
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
High School Risk Indicators
Academic indicatorsGPA less than 20Course FailuresBehind in Credits
BehavioralEngagement indicatorsAttend school less than 80 of the timeConsistently miss instruction due to behavioral issuesPsychological or Social disengagement
Lack of peer groupLack of involvement in school extracurricular
activitiesLow educational expectationsLack of personal relationship with adults at school
RetentionRetained 1 or more years
MobilityMultiple schools during educational career
Rebecca Sarlo PhD Hollie Pettersson PhD
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Cream please answer the following
questionndash Which pieces of EWS data do you
currently collect Who is responsible for each section
bull Coffee please answer the following questionndash What are some barrierschallenges that
you foresee in bringing this data together
With extra time switch questions
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Types of assessmentbull Curriculum Based Measures
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Why Use Oral Reading Fluency Measures for Screening
bull Oral Reading Fluency and Accuracy in reading connected text is one of the best indicators of overall reading comprehension
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
bull Multiple-choice cloze task
ndashGrade-level passage w every 7th word replaced by 3 word choices in parenthesis
ndashStudent reads silently and selects as many correct words as they can in 3 minutes
What is Maze
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Academic Failure
GradesGPACredit Deficientbull How are students who are failing
discoveredbull How are these students discussed
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Likelihood of Leaving School without Graduating(Prior to Essential Skills Requirements)
bull Failing one or more 9th-grade core courses were 39 times
bull Insufficient credits were 41 times
bull Failed one or more core courses in 9th grade and who were deficient in credits were nearly 5 times
Connected by 25
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Gradesbull What meaning do we want our
grades to convey
bull Who is (are) the primary intended audience(s) for this message
Brookhart EL 1111
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Gradesbull Average GPA for students graduating
from Illinois public high schools between 2006 and 2008
308bull Average GPA for these same
students as college freshmen in Illinois public colleges
252Illinois State Board of Education
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Proficiency grading
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Coffee please answer the following
questionndash Have you had conversations around
grading practices How have these gone Where did youwould you begin
bull Cream please answer the following questionndash How would you answer the questions
regarding grading
With extra time switch questions
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Behaviorbull We are usually on top of this one
because the students make usbull PBIS systemsndash School Rulesndash Agreed upon Office Discipline Referrals
(Majors and minors)ndash 51ndash Self Monitors
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
MPS Early Warning System ndash Behavior
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
MPS Early Warning System ndash Attendance
Drew Braun
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Behavior
Attendance
+ -
ODR+
-
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
BehaviorGrades
+ -
ODR
+Att +
Att -
Att +
Att -
-Att +
Att -
Att +
Att -
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Cream please answer the following
questionndash How do you track behavior How
dowould you share this information with the staff
bull Coffee please answer the following questionndash Does the school have agreement on
behavioral expectations How are expectations explained to students
With extra time switch questions
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Involving Students is VITALSecondary students who understand their
current levels of performance and are active participants in setting performance goals tend to be more motivated and engaged in the learning process
FL PSRTI Implementation Project
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Identifying Socially Disengaged Students
bull List all studentsrsquo names at grade levels and have adults in school initial next to students with whom they have a personal relationshipndashStudents with no initials by their names may be socially disengaged
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Identifying Socially Disengaged Students
bullUtilize a survey to identify students who are bullied alienated by peers or who simply perceive that they have difficulty connecting with peers
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Identifying Socially Disengaged Students
bullDetermine which students are not actively engaged in extracurricular activities through the review of club and sport rosters and attendance logs
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Donrsquot Assume--Go to the Source
bull School assumed that source of dropout and underachievement problems were a lack of family support and a lack of future aspirations and goals
Students showed strong agreement with all of the following items
1 My familyguardian(s) are there for me when I need them
29 My familyguardian(s) want me to keep trying when things are tough at school11 Going to school after high school is important30 I am hopeful about my future17 I plan to continue my education following high school19 School is important for achieving my future goals8 My education will create many future opportunities for me
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Donrsquot Assume--Go to the Source
bull School principal also spoke regularly of his commitment to developing a familycommunity climate at his school and in fact felt strongly that the goal had already been accomplishedStudents showed strong disagreement with all of the
following items10 The school rules are fair28 I feel like I have a say about what happens to me at school2 After finishing my schoolwork I check it over to see if itrsquos correct27 I feel safe at school5 Adults at my school listen to the students13 Most teachers at my school are interested in me as a person not just as a student21 Overall adults at my school treat students fairly3 My teachers are there for me when I need them14 Students here respect what I have to say6 Other students here care about me7 Students at my school are there for me when I need them
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Involving Students is VITAL
bull Secondary students must be involved in the identification of barriers and as much as possible in the selection of strategies to address barriersndash Effort spent personalizing
instructionintervention is typically well spent
bull At the very least secondary students must understand the ldquocompelling whyrdquo of programming changes
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Coffee please answer the following
questionndash What do you do to ldquohookrdquo students into
your schoolbull Cream please answer the following
questionndash How would the use of a survey work in
your school
With extra time switch questions
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Walk Throughs
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Walk Throughsbull Is everyone doing what they agreed
to dobull Has the professional development
workedbull Does everyone understand what the
expectations are
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening process
Core Curriculum with strong instruction
Decision rules and reading protocol
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Transitionsbull How to use data in placementbull How to use data in schedulingbull How to exit students out of
interventions
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Keep the rules clear clean and not too
complex
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Common Screening Data Sources
DIBELS Next easyCBM AIMSWEB
bullRTFbullDazebullORF CWPM
bullMC Reading Comp
bullMazebullReading CBM
bullORF CWPMbullORF Acc
bullPRFbullWRF bullReading CBM
bullORF Acc bullNWF WWRbullNWF CLS
bullPRF Acc bullLetter Sounds
bullR-CBM Acc bullNWFbullLSF
bullPSFbullFSF
bullPhoneme Segmenting
bullPhoneme Segmentation
DIBELS Next easyCBM AIMSWEB easyCBM includes a Vocabulary measure
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Roseburg Placement Rules
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
TTSD Placement Rules
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Crook County Placement
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Cream please answer the following
questionndash What are some commonalities you find
in these placement documentsbull Coffee please answer the following
questionndash What are some differences you find in
these placement documents
With extra time switch questions
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
I do itPlacement Universal Screening Criteria
Regular Language Arts 5th grade OAKs at or above benchmark and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency ndash place based on 4 box Looks to be an accuracy issue as Johnny reads at 96 accuracy
Placement A program that works on phonics and multisyllabic words
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Diagnostic Oral Reading Fluency - Looks to be a fluency issue not an accuracy issue May need comprehension support as DAZE score is low
Placement Repeated Reading program
I do it
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
We do it
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Reading OAKSScore
DIBELS Winter CompScore
DIBELS Winter
accuracy
DIBELS Correct Words - Winter
DAZE Winter Score
SPED
PlacementDiane Moreno 199 336 98 94 15 No
Faith Curry 203 179 91 51 6 Yes
Johnny Black 206 234 96 54 8 Yes
Jenna Stanley 209 376 96 124 14 No
Cheryl Ruiz 210 267 97 57 13 Yes
Jonathon French 211 456 98 134 25 No
Rene Webster 213 290 98 80 11 No
Anita Frazier 215 353 96 119 23 Yes
Christie Larson 218 384 97 110 16 No
Marlene Schwartz 219 358 96 108 25 No
Elias Foster 219 459 99 125 24 No
Chad Strickland 220 403 98 129 24 No
Brad Parks 221 339 98 103 17 No
Jerald Burke 221 354 98 120 12 No
Jean Valdez 221 374 97 116 22 No
Lucy Dean 222 403 97 115 18 No
Leah Ray 222 446 99 150 16 No
Glenn Delgado 225 392 97 112 12 No
Philip Alvarado 226 239 97 71 7 Yes
Melody Richardson 228 393 94 137 22 No
Terrence West 231 371 97 115 18 No
Placement Universal Screening CriteriaRegular Language Arts 5th grade OAKs at or above benchmark and
DIBELs Composite Risk indicator strategic or higher
Regular Language Arts ndash WATCH LIST
5th grade OAKs nearly meets and DIBELs Composite Risk indicator strategic or higher
Regular Language Arts + literacy period intervention
5th grade OAKs below benchmark or DIBELs Composite Risk indicator strategic or lower and Student in the lowest 20 of all students on DIBELs and
OAKs
Yrsquoall do itPartnership
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Coffee please answer the following
questionndash If you have created a protocol how did
it go If you have not yet created a protocol what would it take to pull one together
bull Cream please answer the following questionndash How woulddoes a protocol help you
with scheduling budget ect
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
ldquoEducators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children facerdquo
Buffum Mattos amp Weber
Pyramid Response to Intervention 2009
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Another way to say it
You cannot intervene your
way out of a core program issue
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Research on Secondary Literacy
Adolescent Literacy Intervention Programs
Stupski Foundation The Secondary Literacy Instruction and Intervention Guide
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Interventions for Adolescent Struggling Readers Writing to Read
Research on Secondary Literacy
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Critical Features ndash Tier 2Targeted Instruction for Some
bull beyond the comprehensive core bull explicit instruction bull guided practice in targeted key
areas bull smaller groups bull use of additional instructional time
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Critical Features ndash Tier 3
Intensive Instruction for a Fewbull significantly behind bull critical reading skillsbull guided by a specific intervention
program bull two or more of the key foundational
areas bull relatively small percentage of students
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Talk Timebull Cream please answer the following
questionndash What was something you knew about
interventionsbull Coffee please answer the following
questionndash What was something new about
interventions
With extra time switch questions
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
So how do we make this happen
Professional DevelopmentLeadershipData based
teaming
Universal screening
Core Curriculum with strong instruction
Decision rules and reading protocol
Progress Monitoring
Interventions
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today
Closure 1-2-3bull Find someone from another schoolndash The taller person will share first
bull Share 3 things that your school is doing well
bull Share 2 ldquoAh Harsquosrdquo from todaybull Share 1 thing that you are going to
do in the next week because of the discussion today