Classwide Interventions: How 10 Days Can … · Thank you to Stephanie Snidarich for her work on...
Transcript of Classwide Interventions: How 10 Days Can … · Thank you to Stephanie Snidarich for her work on...
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Classwide Interventions: How 10 Days Can Significantly Reduce the Number of Students in Tier 2
2015 International Literacy Association ConferenceSt. Louis, Missouri
Lori Helman, PRESS DirectorKathy Patton, PRESS Literacy Coordinator
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What’s wrong with this picture?
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A Classwide Story
Beginning of the School Year in a First Grade Classroom
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Screening Details:Assessment: Nonsense Word Fluency
Target Score: 32Students Above Target: 12Students Below Target: 16
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Implemented a Classwide Decoding Intervention for 10 Days
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Post Data:Assessment: NWF Target Score: 32
Students Above Target: 22
Students Below Target: 7
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to support school professionals in their efforts to have theirstudents meet reading proficiency standards.
PRESS is a comprehensive system of tiered supports and data driven decision making
driven by research-based approaches to literacy. It includes ongoing embedded professional development
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The beginnings of PRESS . . .
Conceived and developed in a
partnership with a non-profit
organization, public and charter
schools.
Currently . . .
Housed at the
Funded by
Implemented and refined
by faculty and staff at the
Providing professional development
and consulting in school districts
across a number of states
Provide intervention and
assessment resources
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Classwide Interventions
Burns, M. K., Karich, A. C., Maki, K. E., Anderson, A., Pulles, S. M., Ittner, A., McComas, J. J., & Helman, L. (2015). Identifying classwide problems in reading with screening data. Journal of Evidence Based Practices for Schools, 14, 186-204.
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Learning Goals:
• Become familiar with research confirming the effects of classwide interventions.
• Learn the process for successful implementation of classwide interventions.
• Explore resources and intervention possibilities.
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A few handouts
Access the presentation at the Minnesota Center for Reading Research website
cehd.umn.edu/Reading Follow us on Twitter throughout the session
@PathtoRead
Resources
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Evidence Base
Problem analysis is central to the RTI
process and should occur at all three
tiers (Christ, Burns, & Ysseldyke, 2005).
Tier III
Tier II
Tier I
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RTI Multi Tiered Systems of Support - MTSS
The systematic use of assessment data to most efficiently allocate resources in order
to teach all students.
Burns & VanDerHeyden, 2006
Minnesota Center for Reading Researchwww.cehd.umn.edu/reading/PRESS
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➢Begin with:
Tier I – Is it a classwide problem?
Tier II – What is the category of the problem for individual students?
Tier III – What is the causal variable for an individual student?
Minnesota Center for Reading Researchwww.cehd.umn.edu/reading/PRESS
Our Problem Solving ProcessTier III
Tier II
Tier I
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Begin with Tier 1Is it a classwide
problem?
Tier
III
Tier II
Tier I
Identifying classwide problems could help evaluate the instructional environment (Tier 1), which is the first step in
any assessment to intervention model (Burns & Gibbons, 2012; Shapiro, 2010).
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Classwide Intervention Implementation Steps
Handout
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Classwide Intervention Implementation StepsSTEP 1
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How do we begin problem solving?
We need
DATA!
Minnesota Center for Reading Researchwww.cehd.umn.edu/reading/PRESS
Image retrieved from connectedprincipals.com
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With screening data, schools can answer questions such as:
• Is instruction working for most students in the school?
• Are particular groups of students at-risk, relative to their classmates? – If so,do the groups share common features?
Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2012). RTI applications: Academic and behavioral interventions (Vol. 1). Guilford Press.
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Target Score
Thank you to Stephanie Snidarich for her work on this slide
Using data to identify students
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Conducted within existing data support structure
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Classwide Intervention Implementation StepsSTEP 2
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A group culture that compares data to focused expectations (standards) for teaching and learning
Materials• Screening data
Agenda
• Analyze data
• Determine appropriate interventions
Participants
• Grade level teams
• Coaches
• Additional personnelas needed
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Hand
out
Systematic process to analyze data and
make instructional decisions
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How do we determine if we are on track with Tier 1?
Find the class median
≥ Target Score <
Compare Median to Target
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Spring Benchmark 65
Student GradeORF
WRC Errors
F 2 18 2
E 2 21 1
B 2 22 5
K 2 26 4
Q 2 32 6
R 2 35 2
N 2 46 8
S 2 51 1
M 2 54 0
G 2 60 0
A 2 64 5
D 2 68 4
H 2 70 2
O 2 70 3
T 2 71 1
P 2 75 0
C 2 77 0
J 2 77 0
I 2 84 0
L 2 89 1
Class Median
65May Ms. D ORF 62
Determining a Classwide
Need
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Practice using data to determine if a
classwide intervention is needed
Handout
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Ms. M’s Class Winter Benchmark 65
Student GradeORF
WRC Errors Accuracy
F 2 14 2 88%
E 2 20 1 95%
B 2 22 5 81%
K 2 26 4 87%
Q 2 32 6 84%
R 2 35 2 95%
N 2 46 8 85%
S 2 51 1 98%
M 2 54 0 100%
G 2 61 0 100%
A 2 63 5 91%
D 2 64 4 94%
H 2 65 2 97%
O 2 68 3 96%
T 2 69 1 99%
P 2 74 0 100%
C 2 78 0 100%
J 2 78 0 100%
I 2 80 0 100%
L 2 84 1 99%
U 2 90 0 100%
Class Median
65
Jan Ms. M ORF 63
What did you
determine?
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Classwide Intervention Implementation StepsSTEP 3
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Getting Started
Align intervention with need
Work within the parameters of an intervention that can be easily implemented in a short amount of time.
Select 10 days for implementation
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Classwide Interventions Often Used at Various Grade Levels
PHONEMIC AWARENESS
PHONICS
FLUENCY
VOCABULARY
COMPREHENSION
REA
DIN
G
Handout
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Handout
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For example nonsense word or decodable word reading
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Letter Sound Classwide Interventions
o PRESS Phonics 1o Kindergarten PALS
http://kc.vanderbilt.edu/palso Others
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ALL students
ENGAGED
Choral Response
Think Pair Share
Engagement: Classwide Interventions
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Decoding Classwide Interventions
o PRESS Phonics 3
o First Grade PALShttp://kc.vanderbilt.edu/pals
o Others
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Classwide Fluency Interventions
o PRESS Partner Reading with Paragraph Shrinkingo Six-Minute Solutionso Peer Assisted Learning Strategies (PALS)
http://kc.vanderbilt.edu/palso Others
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Partner Reading
Partnerships
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Partner Reading with Paragraph Shrinking
Partner Reading
10 minutes
First Reader models
Second Reader repeats
Paragraph Shrinking
10 minutes
First Reader summarizes after each paragraph
Second Reader follows and
summarizes after each paragraph
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What we found: 3rd grade Partner Reading data
Students Below Benchmark at
Screening
Students Below Benchmark after
classwide intervention
Third Grade Class 1 (20 students) 10 5
Third Grade Class 2 (23 students) 13 5
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Classwide Intervention Implementation StepsSTEP 4
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Reassess
Quick 1 minute assessment with each studentfor example, assess NWF with new probe to compare NWF benchmark score
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Post Classwide Intervention Data
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A classwide intervention impacts all students
ORF increase from 92 to 135
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ORF
91
92
Tier II – What is the category of the problemfor individual students?
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Questions to Consider: What type of screening data do you collect?
What percentage of proficiency do
you typically see?
What interventions do you have at your school that could be
modified as a classwide option?
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❖You cannot “intervene” your way out of inadequate achievement with students.
❖The quality of core instruction is critical for students’ success.
Leading experts agree…
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Using PRESS for Support
I’m much more aware of individual student
reading needs and targeting those areas
to help them feel confident and
successful…I moved half my class not
reading at the required rate to over half of
them being successful. Fifth Grade Teacher
Staff now have a common language
and understanding of the
components of reading development
and instruction. This has enhanced
our collaborative process.
School Psychologist
We can find the exact
place to start working
with students. We
know the skills that
our students are
missing. Interventionist
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The beginning of moving all students towards proficiency!
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More Information
For more information:
z.umn.edu/PathToReading
Follow us on Twitter: @PathtoReadEmail: [email protected]