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1 Cass City Student Achievement Model Owendale- Gagetown Huron County Rural Schools Bad AxeCaseville Elkton-Pigeon- Bay Port Harbor Beach North Huron Ubly Reese Millington Marlette Unionville- Sebewaing Area Kingston HISD Akron-Fairgrove Port Hope Brown City MiBLSi State Conference April 23, 2008 Janet Richards, Director of Special Services, Huron ISD Peggy Randall, Director of General Education, Huron ISD

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2 Our History

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3 Processan Evolution RAISE (Realigning Assessment and Instruction to Support Education)using evidence-based assessment to inform effective instruction MiBLSireading and behavior Student Achievement ModelK-12 (reading, behavior, math, writing)

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4 Student Achievement Model Purpose: Improve student achievement Method: Build capacity in local districts by maximizing leadership potential of Teacher Leaders

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5 Models Foundational Premises Use research/evidence- based strategies Engage in practice of collecting data about student performance and use data to inform future instruction Provide interventions for struggling students

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6 Organizing Principles at HISD Earlier rather than later Sustained use of research-based practices Data-based decision making Team-based problem solving and decision making Active administrator involvement and leadership Instructional design analysis A continuum of instructional support

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8 Timeline of Student Achievement Model 2005-2006 2006 2007 2007-2008 2008-20092009-2010 2010-2011 Math Social Studies Writing Year 1 Writing Science Social Studies Other Year 2

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9 Action PlanYear 1: Training Develop Teacher Leaders (one at each elementary, middle, and high school level from each district) Develop skills for effective Teacher Leader role in LEAs Study proven best practices related to effective instruction in content area Identify quality resources (lessons/materials/units to address Grade- Level Content Expectations (GLCE)/Michigan Curriculum Framework (MCF)standards-based curriculum) Recommend assessment options for big-idea concepts Produce Guiding Document specific to content area Design Pacing Guides sequencing timeline for instruction Involve Principals in process

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10 Teacher Leader Training Syllabus Content GLCEs/HSEs Delineation of Building Blocks/Power Skills K-12 alignment Core programs (Tier 1) and interventions (Tiers 2 and 3) Instructional Best Practice Effective classroom management Classroom Instruction That Works Instructional strategies specific to content area Individualized student-learning strategies Assessment Universal screening Progress monitoring Classroom assessments (rubrics, questioning, etc.) Leadership Role of Teacher Leaders Implementation of 3-Tier Model

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12 Classroom Instruction that Works Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

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14 Student Achievement Model Principals Training Tuscola Intermediate School District February 27, 2007 9 to 11 a.m. 1. Welcome, Goals, and Agenda 2. SAM Teacher Leader Update 3. Supporting Teacher Leaders and Starting SAM in Your Building Monthly meetings (lunch) with Teacher Leaders, principals, and superintendents Mini modules on effective practices Additional/follow-up activities to support implementation of effective practices SAM update as continuous agenda item at staff meetings 4. Building/K-12 Teams Organization Determining membership Finding time to meet How frequently to meet 5. Prioritizing Syllabus Topics 6. Next Meeting Date

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18 Action PlanYear 2: Implementation LEA Teacher Leaders provide training/support for colleagues related to prioritized content expectations, Guiding Document, Pacing Guides Team of HISD consultants (general and special education) and LEA Teacher Leaders provide on-site support to classroom teachers to implement 3-Tier Model in content area for all students Classroom teachers regularly assess student progress (universal screening, progress monitoring)

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20 Responsibilities and Commitment Teacher Leaders District Administrators Superintendents Principals Huron/Tuscola ISDs Administrators Consultants/Itinerants

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21 Teacher Leaders Participate in all training sessions Maintain close communication with building principal (informal monthly meetings for updating) Complete professional reading related to training components Lead Grade-Level/Department Meetings Collaborate with external support staff to implement Student Achievement Model Live the belief they have potential to impact change in classrooms other than their own

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22 District Administrators Superintendent Participate in training Selected participation on Steering Committee Host monthly informal updates with Teacher Leaders and Principals Provide financial support Principal Participate in training Provide leadership support Allocate time for Teacher Leader to work with staff Lead Building Team

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23 Huron ISD Administrators Lead and coordinate project Assist in designing and delivering training Facilitate Steering Committee Report progress to superintendents Consultants Assist in designing and delivering training Provide on-site implementation support

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24 SAM/3-Tier Resources www.hisd.k12.mi.us www.cenmi.org/miblsi Oregon Reading First http://oregonreadingfirst.uoregon.edu/curriculum_review.php Florida Center for Reading www.fcrr.org/FCRRReports/index.aspx www.pbis.org www.swis.org www.pbssurveys.org Classroom Instruction That Works, Marzano Results NOW!, Schmoker Implementation Research: A Synthesis of the Literature (National Implementation Research Network) School Leadership That Works, Marzano

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25 SAM Math: Focus Questions What does good mathematics curriculum, instruction, and assessment look like? What does an effective Teacher Leader do? How does what we are doing here apply to mathematics?

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26 Thumb-Area Student Achievement Model Guiding Document Teaching Mathematics: Implementing a Three-Tier System

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27 The Final Report of the National Mathematics Advisory Panel March 13, 2008 www.ed.gov/mathpanel www.ed.gov/mathpanel Findings Streamline curriculum to emphasize critical topics Give children a strong start Teach for conceptual understanding, procedural fluency, and automatic recall of facts together Attract, evaluate, and retain effective teachers

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28 More Findings Use high-quality research to inform instructional practice Instruction should not be entirely student- centered nor teacher-directed NAEP and state assessments should be improved in quality The nation must continue to build capacity for more rigorous research in education

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29 Conceptual understanding, basic fact recall, and procedural fluency are mutually supportive Few U.S. curricula provide sufficient practice with basic fact combinations and standard algorithms Understanding of core concepts is necessary to transfer skills Poor knowledge of core arithmetic concepts impedes learning of algebra

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30 National Math Panel Explicit Instruction The Task Group on Instructional Practices concluded that students with learning disabilities and other students with learning problems should receive some time on a regular basis with some explicit systematic instruction.

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31 Characteristics of Explicit Strategic Instruction Clear, consistent modeling of step-by-step strategies Careful control of task difficulty Purposeful sequencing of teaching and practice examples Specified procedures for providing corrective feedback

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32 Explicit Instruction Resources Designing Effective Mathematics Instruction: A Direct Instruction Approach by Marcy Stein, Diane Kinder, Jerry Silbert, and Douglas W. Carnine The Missouri Mathematics Program is an instructional practice with strong evidence of effectiveness from the Best Evidence Encyclopedia: http://www.bestevidence.org/ http://www.bestevidence.org/ The study is described in the book Active Mathematics Teaching by Thomas L. Good, Douglas A. Grouws, and Howard Ebmeier, published in 1983 by Longman, Inc.

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33 A Need for Coherence A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. National Math Panel Report, P. 20-23

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34 Research on Core Programs What Works Clearinghouse US Department of Education http://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopedia Johns Hopkins University http://www.bestevidence.org/

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35 Selecting a Math Text Look for Meaningful explanations Worked-out examples Relevant illustrations Multiple representations (verbal, symbolic, non- linguistic) Clear structure and organization More time devoted to in-depth study of important topics

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36 Instructional Practices TIMSS Study Not just fewer topics in more depth, but also fewer problems in more depth Classroom Instruction that Works Powerful Practices in Mathematics and Science (modeling, generalizing, justifying) Thinking Mathematically Good Questions for Math Teaching (cues, questions, and advance organizers) PALS Math

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37 Schoolwide MATH Support: Examples of Prevention/Intervention Supplemental: Addresses specific needs of individual learners, in addition to core instruction; strand-based Examples: PALS Math, Mathematics Navigator Intensive: More intensive and may include smaller groups or increased time; core instruction continues as appropriate Example: Ramp-Up Mathematics Core Program: Textbook with or without supplements (I.e., fluency practice); may be spiraled or strand-based

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38 Assessing Student Learning Benchmark screening Progress monitoring Balanced Assessment: Classroom Assessment for Student Learning: Doing It Right Using It Well by Rick Stiggins, Judith Arter, Jan Chappuis, and Steve Chappuis. Published 2007 by Pearson Education, Inc.

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39 Progress Monitoring What We Did We chose AIMSweb for K-8: Mixed computation and single skill progress monitoring probes for Grades 1-8. Early Numeracy skill probes for Grades K-1. Project AAIMS from Iowa State University has Algebra 1 probes. We will pilot this spring: Grades 6 through Algebra 1 We are also piloting DIBELS math for Grades K-5.

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44 Example of a single skill division probe from AIMSweb Multiplication/Division mixed probes could also be selected

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45 Steps to Implement Progress Monitoring Identify students who are strategic or Tier 2 (from the 10 th to 25 th percentile nationally on AIMSweb) and intensive or Tier 3 (below the 10 th percentile nationally on AIMSweb measures).

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47 Web-Based Applications in Math AIMSweb (http://www.edformation.com) K-8 measures, but they can be used to manipulate data for any grade levelhttp://www.edformation.com Dynamic Indicators of Basic Early Literacy Skills- Math (DIBELS-Math) Pre-K thru 5 th (ahommel@dibels.org) Edcheckup (http://www.edcheckup.com) K-8http://www.edcheckup.com Yearly Progress Pro Grades 1-6 (http://www.ctb.com/mktg/ypp/ypp_index.jsp)http://www.ctb.com/mktg/ypp/ypp_index.jsp Project AAIMS: Algebra Assessment and Instruction Meeting Standards at Iowa State University (http://www.ci.hs.iastate.edu/aaims/homepage.html) Probes for Algebra 1, also useful for Grades 7-8http://www.ci.hs.iastate.edu/aaims/homepage.html

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48 Next Steps for Our Work in Math Screening/Progress Monitoring Power Standards Interventions and Core Programs Support for Teacher Leaders/Administrators Formative Assessment

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49 Math Resources Carpenter, T.P. and Romberg, T.A. (2004) Powerful Practices in Mathematics and Science. Madison, WI: University of Wisconsin- Madison, National Center for Improving Student Learning and Achievement in Mathematics and Science. Carpenter, Thomas P.; Franke, Megan Loef; Levi, Linda. (2003) Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School. Portsmouth, NH: Heinemann. Kilpatrick, J. and Swafford, J. (2002) Helping Children Learn Mathematics. Washington, DC: National Academy Press. Marzano, R.J., Pickering, D.J., and Pollack, J.E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Schuster, Lainie and Anderson, Nancy Canavan. (2005) Good Questions for Math Teaching... Grades 5-8. Sausalito, CA: ;Math Solutions Publications.

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50 Math Resources Stiggins, Rick; Arter, Judith; Chappuis, Jan; Chappuis, Steve. (2007) Classroom Assessment for Student Learning: Doing It Right Using It Well. Pearson Education, Inc. Sullivan, Peter and Lilburn, Pat. (2002) Good Questions for Math Teaching... K-6. Sausalito, CA: Math Solutions Publications U.S. Department of Education Office of Educational Research and Improvement. (1997) Attaining Excellence: TIMMS as a Starting Point to Examine Teaching. Eighth-Grade Mathematics Lessons.

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51 Focus on Writing NAEP scores indicate we need improvement CT and MA (41-49% met or exceeded the target) MI (20% met or exceeded the target) 1/3 of High School students do not meet readiness benchmarks for college-level English composition courses Statewide on MME, 40% met or exceeded standards Writing across content areas Needed for civic life and in the global economy

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52 Writing Next Effective Elements to Improve Writing Achievement for Grades 4 - 12 (Graham and Perin) Strategies Summarization Collaborative Writing Specific Product Goals Word Processing Sentence Combining Prewriting Inquiry Activities Process Writing Approach Study of Models Writing for Content Learning Need for DIRECT INSTRUCTION (modeling; pacing; increased engagement; scope and sequence; systematic review of skills; routines for responding and asking questions; providing specific and consistent feedback)

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53 90-90-90 Schools Focus on academic achievement Clear curriculum choices Frequent assessment of student progress Multiple opportunities for improvement Emphasis on NON-FICTION writing Collaborative scoring of student work Value of feedback Impact of time Action, research, and mid-course correction Align teacher assignments with teacher preparation Constructive data analysis Value every adult in the system Cross-disciplinary integration

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54 Curriculum Comparison to MA and CT (top NAEP performers) Michigan GLCEs are too broad Necessary Focus: to teach a narrow scope of skills to mastery, making more time for practice

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55 Curriculum Comparison to MA and CT (top NAEP performers) Michigan GLCEs are too broad and too much emphasis on narrative; too little on expository writing Necessary Focus: to teach a narrow scope of skills to mastery, making more time for practice Know the What before teaching the How Show models of student writing Show rubrics before and throughout instruction Use evidence-based programs and materials Use Step Up to Writing strategies Align to achieve school-wide continuity

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56 Instructional Strategies Use of organizers Recognition Motivation Teaming students Common language across classrooms Awareness of expectations (rubrics) Use of models (examples and non-examples) Specific strategies for specific genre Use of self-monitoring or self-talk Direct instruction Practice, practice, practice (students must write) Use of writing to improve comprehension SRSD Copy, cover, compare

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57 Assessment AIMSweb CBM Writing K-12 Developed Probes Developed Administration and Scoring Guide Benchmark Testing Progress Monitoring Rubrics

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58 Interventions Step Up to Writing REWARDS Writing The Write Tools High Performance Writing Strong Rhythms and Rhymes SRA Specific Skills Series for Language Arts Morningside Sentence Combining Fluency Expressive Writing 1 Expressive Writing 2 Thinking and Learning Through Grammar Language!

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59 Next Steps for Our Work in Writing Power Skills (Prioritized Curricular Expectations) Guiding Document Pacing Guides Collecting Student Models to Use in Instruction Interventions Progress Monitoring Grade and Department Meetings Continual Review of Current Research

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60 Writing Resources Marzano Writing Next 90-90-90 Reeves Rubrics Anita Archer materials Schmoker The Basic Spelling Vocabulary List (Graham, Harris, and Loynachan) www.hisd.k12.mi.us

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61 HISD History with PBS SWs trained in PBS by state 2003 2004 school year HISD PBS committee started Brought in Mike Nolan to train interested local school building teams to implement PBS HISD partnered with local school buildings through MiBLSi 2006-2007 our HISD PBS Planning Committee reorganized and merged into SAM 2007-2008: HISD PBS Planning Committee strengthened by establishing goals, tentative evaluation plan, and conducting trainings

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62 1. Define School-wide Expectations for Social Behavior Identify 3-5 expectations Short statements Positive statements (what to do, not what to avoid doing) Memorable Posted in all school locations Utilize technology (website, videos, etc.)

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63 If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we ..teach?......punish? Why cant we finish the last sentence as automatically as we do the others? Tom Herner (NASE President) Counterpoint 1998, p. 2 2. Teach Behavior

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64 Teaching Specific Behaviors Transform broad school- wide expectations to specific, observable behaviors Teach in all settings using role plays, discussions, videos, practice opportunities, etcTeach behavior expectations just like an academic objective!

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65 HATC SPARK AWARD _______________________ Student Name Safety Professionalism Attendance Respect Knowledge _______________________ Teacher _______________________ Date 3. Monitor expected behavior with active supervision 4. Acknowledge/encourage expected behavior verbal and written methods

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66 5.Use Data Web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions Provides school personnel with accurate, timely and practical information for making decisions about discipline systems www.swis.org

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67 HISD has 3 SWIS facilitators to support schools with developing compatible office referral form, data entry, and data analysis

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69 Other Data Tools Universal Level of Support PBS Team Checklist (team, quarterly) EBS Self-Assessment (all staff, annual) Benchmark of Quality Indicators (coach, annual) School-wide Evaluator Tool (external evaluator, annual) Strategic and Intensive Levels of Support (coming soon) CISS ISSET

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70 Progress Monitor Universal PBS with School-Wide ODRs

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71 Progress Monitor Non-Classroom Supports (CHAMPs and Supervision on the Playground): Classroom referrals reduced from 140 to about 50! Playground from 100 to 20!

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72 Progress Monitor School-Wide Social Skills Instruction: Compared to 2 years ago, Aggression/Fighting reduced from about 120 referrals to 37!

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73 Big reduction in the number of Intensive and Strategic Students (17 to 5) and In-School Suspensions (20 to 3) Progress Monitor Strategic (CHIEF) and Intensive Supports (BIPs)

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74 An Example of School-wide Behavior Support: Prevention/Intervention at North Huron (not all programs listed are research-based) Supplemental: CHIEF: Check-In and Check- Out Program, Spricks Interventions, RAISE student level 2 plans, Social Skills Groups using Be Cool lessons, Jensens Tough Kid Materials, and extension lessons from Steps to Respect and Second Steps Intensive: Functional Behavior Assessment, Individual Behavior Plan, School counseling support, School Social Worker, TC, and/or Psych Support, Huron Behavioral Health Support, Medication Treatment Effectiveness Monitoring, RAISE student level 3 plans, Spricks Teacher Encyclopedia, Jensens Tough Kid Materials Core Program: PBS: Be Respectful, Be Responsible, Be Ready. CHAMPs in classrooms. Weekly Second Steps Lessons. Steps to Respect Lessons. TRIBE activities.

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75 HISD PBS Planning Committee Members All school social workers Local school representatives Administrator representatives HLC/Tech Center representatives School Psychologist representative Functions and Goal Meet once per month LONG TERM GOALS Goal 1: Fold PBS into all SAM K-12 districts Goal 2: Sustain Universal PBS level of support Goal 3: Expand (strategic and intensive levels) PBS model to have a sustainable 3- Tier (RtI) Behavior model in all SAM K-12 districts Subcommittees Guiding Document Final version to be done by June 2008 Goals and Assessment See evaluation plan and Trying Assessments Spring 2008 (SET, BoQ, Team Checklist, EBS self assessment, SWIS) Website Will be available in June 2008, under SAM Interventions Format used to teach all of our group members, summary sheets will be available on website

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76 School PBS Involvement HISD support system Each local has HISD external coach(es) .social worker and school psychologist Roles Future goal: Also have an internal coach at every local building Roles

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77 Assessment Plan to Evaluate Goals

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78 Data Analysis Sample items to Consider Percent of schools meeting team checklist, EBS, BoQ, and SET Percent of schools meeting team checklist versus EBS, BoQ, and/or SET Rates of ODRs, ISS, and OSS versus performance on SET Look for validation, discrepancies, trends, etc. among tools assessing Universal Level of Support in PBS model Use information for SUSTAINABILITY: Plan for trainings Determine needed information or trainings to attend Level of support needed (continuous role clarification based on need and goals) Support local school teams improvement

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79 Next Steps for Our Work in PBS Finish painting our big picture Have all schools utilize PBS as their primary discipline prevention model Use our committee to evaluate county-wide data to make decisions about effective support plans and training needs Work with Tuscola and Sanilac representatives as well as SAM Leadership Team to blend PBS into SAM

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80 PBS Resources MiBLSi, www.cenmi.org/miblsiwww.cenmi.org/miblsi Positive Behavioral Interventions and Supports, www.pbis.orgwww.pbis.org School-Wide Information System, www.swis.org www.swis.org Positive Behavior Supports Surveys, www.pbssurveys.org www.pbssurveys.org

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81 A Sampling of Our Work Following are assorted documents that reflect our work in continuous improvement

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82 Early Elementary Guiding Document: Reading

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83 Early Elementary Pacing Guides: Reading

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84 Classroom Instruction That Works Research-Based Strategies for Increasing Student Achievement Robert J. Marzano, Debra J. Pickering, Jane E. Pollock Published 2001 Chapter 5: Homework and Practice Grade4-67-910-12 E.S..15.31.64 Research shows that homework has a greater effect size on student achievement as they progress.

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85 DIBELS and MEAP: How accurately does DIBELS performance predict MEAP success? Huron ISD and Central Michigan University 2005-2006 Grades 3-6 1500 students

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86 Development of Local Norms To assist with the identification of students eligible for special education as having a learning disability, we developed local (ISD) K-12 norms for the following areas: Initial Sound Fluency Phoneme Segmentation Fluency Nonsense Word Fluency Letter Naming Fluency Oral Reading Fluency Math Calculation Fluency Written Expression Fluency Reading Comprehension Fluency (Mazes)

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88 Monitoring Special Education Student Progress Local Norms are used annually for comparison of student performance on the PLAAFP- Present Level of Academic Achievement and Functional Performance

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89 Annual Progress Compared to Grade Level: Successful Special Education Student

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90 Annual Progress Relative to Instructional Level

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91 Huron County Grade-Level Reading RE Norms Linear 01-02 SE Norms Linear 03-04 SE Norms (w/RN) Linear 04-05 SE Norms ( wRN+RWDS)

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94 An Example of a Schoolwide Reading Support: Prevention/Intervention at North Huron (K-6). (not all programs listed are research-based) Supplemental: Core extension activities, Read Naturally, Pull-out small groups or Centers with Phonics for Reading, REWARDS, GATE, Phonemic Awareness in Young Children Activities, Elkonian boxes, and One-Minute Readers for Home use. Intensive: Orton-Gillingham, Read Naturally, SRA Corrective Reading, SRA Comprehension, One-Minute Readers for home use, Specific supports per IEP requirements Core Program: Houghton-Mifflin (K-3), PALS with 6-Minute Reading Solution (K-6), Reading Success (piloting grades 3-5), Phonics for Reading (1 st 3 rd ), REWARDS (4 th 5 th )

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97 Lessons Learned Slow downmove to 3-year cycle (versus 2-year) Year 1: studying, planning, and product development Year 2: Teacher Leader training Year 3: implementation Provide appropriate time and support for Huron ISD SAM Leadership Team Frontload more in-depth training for Principals and Superintendents Carefully select Teacher Leaders Recognize that implementation across ISD borders is difficult, especially when ISD service-delivery models differ Process of redefining roles is important (ISD and LEA) Remember that change takes time; moving in the direction is our motto

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98 Future Work Determine Power Skills (prioritized content expectations) for math and writing Develop Pacing Guides for math and writing Finalize Guiding Documents for math and writing Facilitate K-12 alignment in math and writing with LEA teams Develop and use SAM evaluation instruments Support implementation of SAM district, building, and grade-level/department teams Provide continuous training on SAM components and areas of need indicated by data Begin adolescent reading research and training Prepare for SAM in areas of science and social studies Actively pursue continuous influence with the Michigan Department of Education

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99 We remind each other If a magic wand existed, we would already have it Change is difficult and slow Persistence matters Everyone pulling in the same direction = mighty force

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100 External Behavior and Academic Coaches ISD Support Families Students of ALL ages School Boards/Administrators All Teachers/Staff Teacher Leaders Internal Coaches Success Needs Everyones Active Involvement

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101 CELEBRATE OFTEN!!....No Progress is Too Small for Acknowledgement

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102 Contacts 989/269-6406 Huron Intermediate School District hisd.k12.mi.us Janet Richards janet@hisd.k12.mi.us janet@hisd.k12.mi.us Peggy Randall pegann@hisd.k12.mi.us pegann@hisd.k12.mi.us