111
Cass City
Owendale-Gagetown
Huron County Rural Schools
Bad AxeCaseville
Elkton-Pigeon-Bay Port
Harbor Beach
North Huron
Ubly
Reese
Millington
Marlette USA
KingstonAkron-Fairgrove
Port Hope
Huron Intermediate School District: Our Story
May 4, 2010
22
Purpose: Purpose:
Improve student achievementImprove student achievement
Method: Method:
Build capacity in local districts by Build capacity in local districts by
maximizing leadership potential of maximizing leadership potential of
Teacher LeadersTeacher Leaders
SStudent tudent AAchievement chievement MModelodel
33
SAM is an RtI ModelSAM is an RtI Model
Strong core Strong core programsprograms
Early interventionEarly intervention Research-based Research-based
practicespractices Data-based decision Data-based decision
makingmaking A continuum of A continuum of
instructional supportinstructional support
44
Critical Components of SAMCritical Components of SAM
Structured teamsStructured teams
Training Training Teacher LeadersTeacher Leaders AdministratorsAdministrators
Collaboration – Collaboration – general and general and special educationspecial education
55
SAM StructureSAM Structure
SAM Steering Committee and Leadership Team
SAM Training Teams LEA Teams:
District Team Building Team Department/Grade-
Level Team
66
MathematicsMathematics
Teacher Leader training 2006-2007Teacher Leader training 2006-2007 Universal Screening Kindergarten through Universal Screening Kindergarten through
Algebra 1Algebra 1
77
Universal (Benchmark) Universal (Benchmark) ScreeningScreening
1.1. For ALL studentsFor ALL students
2.2. Focus on essential, important skillsFocus on essential, important skills
3.3. Instructionally relevantInstructionally relevant
4.4. Efficient to administerEfficient to administer
5.5. Sensitive to change in skill Sensitive to change in skill performanceperformance
6.6. Measure fluency of performanceMeasure fluency of performance
88
Math Measures Used in SAMMath Measures Used in SAM
MeasureMeasure SourceSource TimeTime
Tests of Early Tests of Early Numeracy (TEN)Numeracy (TEN)Grades K-1; 4 measuresGrades K-1; 4 measures
AIMSwebAIMSweb 1 min. 1 min. each;each;
individually individually administeradministereded
Mixed Mixed ComputationComputation Grades Grades 1-61-6
AIMSwebAIMSweb 2 – 4 min.;2 – 4 min.;
paper/paper/pencilpencil
Algebra MeasuresAlgebra Measures Grade 6 – Algebra 1Grade 6 – Algebra 1
AAIMS – AAIMS – Iowa Iowa State State UniversityUniversity
5 – 7 min.;5 – 7 min.;
paper/paper/pencilpencil
99
Tests of Early Numeracy Tests of Early Numeracy Grades K – 1Grades K – 1
Oral CountingOral Counting Number Number
IdentificationIdentification Quantity Quantity
DiscriminationDiscrimination Missing NumberMissing Number
Quantity Discrimination (QDM)
1010
Mixed Computation Mixed Computation Grades 1-6Grades 1-6
Whole number Whole number computation Grades computation Grades 1-5 (M-CBM)1-5 (M-CBM)
Rational computation Rational computation Grade 6 (custom)Grade 6 (custom)
M-COMP new August, M-COMP new August, 20102010
Rational Computation Measure
1111
Algebra Basic Skills Grades 6-7Algebra Basic Skills Grades 6-7
1212
Algebra FoundationsAlgebra FoundationsGrades 7, 8, and Algebra IGrades 7, 8, and Algebra I
1313
Content Analysis (Multiple Content Analysis (Multiple Choice)Choice)
Grade 8 and Algebra IGrade 8 and Algebra I
1414
Math Assessment SourcesMath Assessment Sources
AIMSwebAIMSwebhttp://www.aimsweb.com http://www.aimsweb.com
Project AAIMS: Algebra Assessment and Project AAIMS: Algebra Assessment and Instruction – Meeting StandardsInstruction – Meeting Standardshttp://www.ci.hs.iastate.edu/aaims/homepage.htmlhttp://www.ci.hs.iastate.edu/aaims/homepage.html
Others: Math DIBELS, Easy CBM, Others: Math DIBELS, Easy CBM, Edcheckup, Yearly Progress ProEdcheckup, Yearly Progress Pro
1515
Progress Monitoring / RtI Progress Monitoring / RtI WebsitesWebsites
Research Institute on Progress Research Institute on Progress MonitoringMonitoringhttp://www.progressmonitoring.net/http://www.progressmonitoring.net/
National Center on Student Progress National Center on Student Progress MonitoringMonitoringhttp://studentprogress.org/http://studentprogress.org/
National Center on Response to National Center on Response to InterventionInterventionhttp://www.rti4success.org/http://www.rti4success.org/
1616
Grade 6 Mathematics
53%
85%84%86%
95%94%100%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
23%
9%10%11%
4% 5%0%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
23%
6% 6% 3% 1% 1% 0%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
sprin
g 07
fall 0
7
sprin
g 08
fall 0
8
sprin
g 09
fall 0
9
sprin
g 10
fall 1
0
sprin
g 11
fall 1
1
sprin
g 12
fall 1
2
sprin
g 13
fall 1
3
sprin
g 14
Benchmark Period
Per
cen
t o
f S
tud
ents
Tier 3
Tier 2
Tier 1
Local School, Grade 6, Math Local School, Grade 6, Math FluencyFluency
1717
Local School, K Missing Local School, K Missing Number Number
Fall to SpringFall to Spring
Implemented PALS Implemented PALS Math in addition to Math in addition to core curriculumcore curriculum
Percent of Percent of Kindergarteners at Kindergarteners at Tier 1 increased Tier 1 increased from 5% in the Fall from 5% in the Fall to 81% in the Springto 81% in the Spring
1818
• Implemented PALS Math
• Purchased updated math curriculum
• Provided focused math fact practice consistently across grades
• Spring 2007: 33% at Tier 1
• Spring 2009: 73% at Tier 1
Local Elementary BuildingLocal Elementary BuildingMath FluencyMath Fluency
1919
Went from 25% Tier 1 in Fall to 100% Tier 1 in Spring
ALL Tier 3 and Tier 2 students in Fall moved up a level by Winter
Local SchoolLocal SchoolGrade 8 Algebra FoundationsGrade 8 Algebra Foundations
2020
Progress Monitoring: Progress Monitoring: EveryEvery Strategic and Intensive Strategic and Intensive StudentStudent
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
M archScores
AprilScores
MayScores
JuneScores
60
50
Aimline
Implement “Ramp Up”Intensive Tier 3 intervention published by America’s Choice
2121
Finding Research-Based Finding Research-Based ResourcesResources
www.bestevidence.org
What Works Clearinghouse - ies.ed.gov/ncee/wwc
2222
Math Supplements and Math Supplements and InterventionsInterventions
PALS Math, K-6 (Vanderbilt University)PALS Math, K-6 (Vanderbilt University) Michigan Mathematics Program Michigan Mathematics Program
Improvement Project (MMPI), Grades 2-8Improvement Project (MMPI), Grades 2-8(www.michiganmathematics.org(www.michiganmathematics.org))
Number Worlds, Pre-K-8 (SRA)Number Worlds, Pre-K-8 (SRA) Connecting Math Concepts, K-8 (SRA)Connecting Math Concepts, K-8 (SRA) Corrective Math, Grades 3-adult (SRA)Corrective Math, Grades 3-adult (SRA) Odyssey, K-8, High School (Compass Odyssey, K-8, High School (Compass
Learning)Learning) Cognitive Tutor (Carnegie Learning)Cognitive Tutor (Carnegie Learning)
2323
Next Steps in MathematicsNext Steps in Mathematics
Continue benchmark Continue benchmark screeningscreening
Broaden approach to Broaden approach to assessmentassessment
Continue PD and Continue PD and resource identificationresource identification
Maintain curriculum Maintain curriculum alignmentalignment sammath.wikispaces.cosammath.wikispaces.co
m m
2424
SAM Literacy: Writing and SAM Literacy: Writing and ReadingReading
2525
Effective Elements to Improve Writing Achievement Effective Elements to Improve Writing Achievement for Grades 4 - 12 (Graham and Perin)for Grades 4 - 12 (Graham and Perin)
StrategiesStrategies SummarizationSummarization Collaborative WritingCollaborative Writing Specific Product GoalsSpecific Product Goals Word ProcessingWord Processing Sentence CombiningSentence Combining
Need for DIRECT INSTRUCTION (modeling; pacing; Need for DIRECT INSTRUCTION (modeling; pacing; increased engagement; scope and sequence; increased engagement; scope and sequence; systematic review of skills; routines for responding systematic review of skills; routines for responding and asking questions; providing specific and and asking questions; providing specific and consistent feedback)consistent feedback)
PrewritingPrewriting Inquiry ActivitiesInquiry Activities Process Writing ApproachProcess Writing Approach Study of ModelsStudy of Models Writing for Content LearningWriting for Content Learning
Writing NextWriting Next
2626
Multiple opportunities for improvementMultiple opportunities for improvement Emphasis on NON-FICTION writingEmphasis on NON-FICTION writing Collaborative scoring of student workCollaborative scoring of student work Value of feedbackValue of feedback Impact of timeImpact of time Value every adult in the systemValue every adult in the system Cross-disciplinary integrationCross-disciplinary integration
90-90-90 Schools on Writing90-90-90 Schools on Writing
2727
1.1. Direct, Explicit Vocabulary InstructionDirect, Explicit Vocabulary Instruction Word Meanings and Independent Strategies Word Meanings and Independent Strategies
2.2. Direct and Explicit Comprehension Direct and Explicit Comprehension Strategy InstructionStrategy Instruction
Active ParticipationActive Participation Multiple StrategiesMultiple Strategies
3.3. WritingWriting Across disciplines, using self-regulationAcross disciplines, using self-regulation Aids comprehensionAids comprehension
Essential Components for Essential Components for LiteracyLiteracy
2828
4.4. Motivation and EngagementMotivation and Engagement5.5. Reading InstructionReading Instruction
ALL students will benefit from some ALL students will benefit from some reading instruction (word-level work)reading instruction (word-level work)
SOME students need intensive reading SOME students need intensive reading instructioninstruction
Include decoding and fluency, vocabulary, Include decoding and fluency, vocabulary, background knowledge, and background knowledge, and comprehension strategiescomprehension strategies
Instruction will vary across content areasInstruction will vary across content areas
Essential Components, Essential Components, ContinuedContinued
2929
Letter copying in KindergartenLetter copying in Kindergarten Correct writing sequences Grades 1-Correct writing sequences Grades 1-
1212 DIBELS for ReadingDIBELS for Reading
Universal Screening in Universal Screening in LiteracyLiteracy
3030
Grade 5 Writing
74%79%
90% 90%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
10%
11%
7% 7%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
3% 3%
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
16% 10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
sprin
g 08
fall 0
8
winte
r 09
sprin
g 09
fall 0
9
winte
r 10
sprin
g 10
fall 1
0
winte
r 11
sprin
g 11
fall 1
1
winte
r 12
sprin
g 12
fall 1
2
winte
r 13
sprin
g 13
fall 1
3
winte
r 14
sprin
g 14
Benchmark Period
Per
cen
t o
f S
tud
ents
Tier 3
Tier 2
Tier 1
Local School – Grade 5 Writing Local School – Grade 5 Writing FluencyFluency
3131
Grades 9-12 Writing, All Grades 9-12 Writing, All SAMSAM
3232
Local Elementary BuildingLocal Elementary BuildingWriting FluencyWriting Fluency
In the district, only 77% In the district, only 77% of students were “in of students were “in the green”the green”
Two retired writing Two retired writing teachers were hired last teachers were hired last year to give extra writing year to give extra writing supportsupport
Common planning time Common planning time for teachers was createdfor teachers was created
All teachers were trained All teachers were trained in Step Up to Writingin Step Up to Writing
Scores improved 12%Scores improved 12%
3333
K Phoneme Segmentation Jan. to K Phoneme Segmentation Jan. to MayMay
BEFORE Tier 1 ChangesBEFORE Tier 1 Changes
3434
Same teacher following yearSame teacher following yearAFTER Tier 1 ChangesAFTER Tier 1 Changes
3535
Step Up to WritingStep Up to Writing K-12, cross-disciplinaryK-12, cross-disciplinary Local TrainersLocal Trainers Implementation PlansImplementation Plans
StrategiesStrategies Self-Regulated Strategy Self-Regulated Strategy
Development (SRSD)Development (SRSD) Cover, Copy, CompareCover, Copy, Compare
Tier 1Tier 1
3636
Tier 1 Programs and Strategies, with...Tier 1 Programs and Strategies, with...
Reduced group size Reduced group size Increased instructional time, frequency, Increased instructional time, frequency,
intensityintensity
Specific Intervention Programs and StrategiesSpecific Intervention Programs and Strategies
REWARDS WritingREWARDS Writing Expressive Writing 1 and 2Expressive Writing 1 and 2 Handwriting Without TearsHandwriting Without Tears Sentence combining strategiesSentence combining strategies
Direct, explicit Instruction
Tiers 2 and 3Tiers 2 and 3
3737
Road to the CodeRoad to the Code Stepping StonesStepping Stones Ladders to LiteracyLadders to Literacy Sound PartnersSound Partners Phonics for ReadingPhonics for Reading SPIRESPIRE REWARDS (and Plus)REWARDS (and Plus) Read NaturallyRead Naturally Evidence-Based Literacy InstructionEvidence-Based Literacy Instruction
Reading Supplements and Reading Supplements and InterventionsInterventions
3838
Update HISD Literacy Guiding DocumentUpdate HISD Literacy Guiding Document Continue Continue Step Up to WritingStep Up to Writing
implementationimplementation Train teacher leaders in adolescent literacyTrain teacher leaders in adolescent literacy Research additional interventions for Research additional interventions for
reading and writingreading and writing Research alternate early writing measureResearch alternate early writing measure Implement additional diagnostic measuresImplement additional diagnostic measures Incorporate Common Core StandardsIncorporate Common Core Standards
38
Next Steps for LiteracyNext Steps for Literacy
3939
SAM - What We’d Do the SAM - What We’d Do the SameSame
Train and support administratorsTrain and support administrators Structure local teams (district, Structure local teams (district,
building, grade/department)building, grade/department) Engage HISD teams in deep, ongoing Engage HISD teams in deep, ongoing
studystudy Facilitate systematic data review Facilitate systematic data review
processprocess
4040
SAM - What We’d Do SAM - What We’d Do DifferentlyDifferently
CarefullyCarefully select Teacher Leaders select Teacher Leaders Frontload in-depth training for Frontload in-depth training for
administratorsadministrators Gather systematic input from localsGather systematic input from locals Provide appropriate support for Provide appropriate support for
“worker bees”“worker bees” More clearly define roles and More clearly define roles and
expectations up frontexpectations up front
4141
How Life Has ChangedHow Life Has Changed
Students write – and learn – moreStudents write – and learn – more More interaction between General More interaction between General
Education and Special EducationEducation and Special Education Local administrator discussions more Local administrator discussions more
targeted toward student achievement targeted toward student achievement HISD staff have broader (and deeper) HISD staff have broader (and deeper)
knowledge baseknowledge base Teachers are more effective (strategies Teachers are more effective (strategies
and use of time)and use of time)
4242
Change takes time; if a magic wand Change takes time; if a magic wand existed, we would have already used existed, we would have already used
itit
4343
For More Information . . . For More Information . . .
www.hisd.k12.mi.uswww.hisd.k12.mi.us Click “Student Click “Student
Achievement Model” at Achievement Model” at leftleft
Janet RichardsJanet Richards [email protected]@hisd.k12.mi.us
Peggy RandallPeggy Randall [email protected]@hisd.k12.mi.us
Jennifer TrusockJennifer Trusock [email protected] [email protected]