Core Strength Training: Tier I for All!

Core Strength Training: Tier I for All!

Dean RichardsJon Potter

Northwest PBIS ConferenceMarch 9, 2010

Targets• Universal Screening• Core Instruction delivered with

Fidelity• Tier 1 Data-Based Decision Making

Universal Screening“Screening involves brief assessments

that are valid, reliable, and evidence-based. They are conducted with all students or targeted groups of students to identify students who are at risk of academic failure and, therefore, likely to need additional or alternative forms of instruction to supplement the conventional general education approach.”

– National Center on Response to Intervention

Screening Tools are designed to:– Compare all students to

the same grade-level standard

– Accurately identify those who are on track to meet grade level expectations, and those who will need more support

– Evaluate the quality of your schoolwide instructional system

– Be efficient, standardized, reliable, and valid

Screening tools are NOT designed to:– Identify specific

instructional levels for individual students

– Identify WHY some students will need more support

– Evaluate individual teachers

– Take a large amount of instructional time and vary between classrooms

Good Screening Tools

• Maze• EasyCBM• AIMSweb ORF• DIBELS• Math Computation• Math Applications• Math Tests of Early

Numeracy• Writing (Total Words

Written)• Writing (Correct Word

Sequences)

• Quick Phonics assessment

• QRI-IV• CORE Multiple

Measures Assessment• DRA2• Fountas and Pinnell• Report cards• Meeting OAKS

standards• Read Well Unit Tests,

core curriculum weekly tests on skills that are learned

Screeners Not Screeners

What is CBM?Curriculum Based Measures are usually composed of a set of standard directions, a timing device, set of materials, scoring rules, standards for judging performance, and record form or charts.

These are also called General Outcome Measures (GOM)

Essential Features of CBM Tools

• Robust indicator of academic health • Brief and easy to administer• Can be administered frequently• Must have multiple, equivalent forms

– (If the metric isn’t the same, the data are meaningless)

• Must be sensitive to growth

Why use a Universal Screener to Track Progress?

Good, R.H., Simmons, D.C., & Smith, S.B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 45-56

Children who are poor readers in 1st grade are highly likely to fall further and further behind

•Overtly teaching each step through teacher modeling and many examples (Gradual Release Model).

• Explicit• Systematic• Practice and

Mastery• Application

and Feedback

Essential Components of Effective Reading Instruction

•Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program



and Feedback


•Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.



and Feedback


• Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.



and Feedback


Fidelity to the core

•The BIG 5•The scope and sequence•State standards

What we teach…

•Phonemic Awareness •Phonics•Fluency•Vocabulary•Comprehension

How we teach it…

•Classroom Organization•Matching students to text•Access to interesting text with choice and collaboration•Writing and Reading•Expert Tutoring

Big 5 + 5

Scope and sequence

• We want to be sure that we know what has and what will be taught. This relieves pressure.

• Mastery of skills looks different at all levels

• Repeated opportunities to learn

Summarize

• K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3• 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5• 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3,

U5W1, U5W3, U5W4, U5W5• 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5• 4 U1W2, U1W3, U3W3, U3W4• 5 U2W2, U2W3, U2W4, U6W1, U6W5• 6 U2W4, U2W5, U6W3, U6W5

• (Example from one Oregon approved core)

Why is fidelity important?

• Comprehensive program that incorporates all components of reading• Students have the opportunity to make

connections• Students read text that supports vocabulary,

phonics, and comprehension lessons• The whole school has a common

language, common goal, and common tools


Worksheets Fidelity

The core program provides the answer to what we teach. . . . we must bring our best instruction to answer “how we teach.”

--Amy Petti, PSU


Evaluating your Core Program

“However beautiful the strategy, you should occasionally look at the results.”

--Winston Churchill,

British prime minister

Strong data analysis guides decisions

Tier 1 Meetings: Purpose

• To determine the effectiveness of the core, supplemental and intensive programming

AND• Make necessary adjustments to

these programs if they are not meeting the needs of most students

General Features

When: 2-3 times per year (following collection of your schoolwide screening data)

Who: Principal, Literacy Specialist/Title I, Counselor, Grade level team (could include Special Education teacher, ELL teacher, School Psychologist, Paraprofessionals)

General Features

What: Use schoolwide data to answer questions about core instruction and supplemental and intensive instruction

Outcomes: Identify prioritized areas of need for the core curriculum and develop a plan (with a goal) for improving schoolwide achievement

Do not get stuck in problem admiring

How do you help staff understand and use data?

1. Focus on data – What do the data tell you?

2. Define the problem– Develop hypotheses

3. Link to instruction

Use an agenda or guiding questions to guide staff through the process

Guiding Questions• Based on districtwide screening data,

is our core program sufficient for most students?– Review and analyze benchmark screening

data. • Determine percentage of students at low risk, some

risk and at-risk levels• Determine percentages compared to previous years

and earlier in the year• Determine percentages of student movement

amongst levels– Review annual OAKS testing data.

• Determine percentage of students meeting minimum proficiency standards as set by the district

– For example, Proficiency > 35%ile

Determine percentage of students at low risk, some risk and at-risk levels

68%

17%

15%

Determine percentages compared to previous years and earlier in the year

63%

15%

23%

68%

17%

15%

Determine percentages of student movement amongst

levels

13

10 3

16

121 3

66

6 6000

Intensive at Beginning of the year Strategic at Beginning of the year Benchmark at Beginning of the year

Data Walls

Determine percentage of students meeting minimum OAKS proficiency standards…

As set by your district

OAKS• Passing OAKS 3rd grade

(204) places a child in the 17th percentile

• Passing 3rd grade is not enough.

• By 5th grade, if these students stay at the same percentile they will fail OAKS

• By 10th grade, if these students stay at the same percentile they will fail OAKS

• This student will score a 236 and pass at the 37th percentileBased on 2008-2009 ODE percentiles

What now?

Instructional needs

a) What are the common instructional needs of the students this grade level?

Phonemic Awareness • Phoneme deletion and manipulation• Blending and segmenting individual

phonemes• Onset-rime blending and segmentation• Syllable segmentation and blending• Sentence segmentation• Rhyming• Word comparison

Instructional needs

Phonics•Letter sounds •VC and CVC•Consonant Digraphs•CVCC and CCVC•Silent E•R-control vowels•Advanced consonants (i.e.,-tch, kn, soft c &g)•Vowel Teams•Multi-syllable words•Prefixes and suffixes

Instructional needs

95% 98% 99%

The Secret Life of Bees

18.5 7.4 3.6

My Brother Sam is Dead

15 6 3

The Magic School Bus

6 2.4 1.2

Fluency•Accuracy•Prosody

– Expression – Emphasis– Phrasing– Volume– Smoothness

•Rate–CWPM

The old man the vegetable garden.

Instructional needs

Vocabulary• Contextual Analysis: A strategy readers use to infer

or predict a word from the context in which it appears.• Morphemic Analysis: A strategy in which the

meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.)

• Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning.

• Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening.

Center for Teaching and Learning, University of Oregon

Instructional needs

Comprehension• Text Structure• Make Inferences and Analyze• Evaluate• Story Structure• Generate Questions• Summarize• Monitor Comprehension

Keep in mind:Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill

Instructional needs

Identify and celebrate what works

i) What has worked?

• Examine the data• Which teachers/grade

levels/buildings have people heard are successful?

• Opportunities for peer observation? – Coach or administrator cover class for

20 minutes

Identify and celebrate what works

Instructional adjustments

ii) What agreements can the grade level make on common instructional strategies?

(1) How are you going to make the instruction more explicit?

(2) How are you going to provide extra guided practice when needed?

(3) How are you going to provide more corrective feedback to students?

(4) How and when are you going to have students practice skills independently?


How are you going to make the instruction more EXPLICIT?

Sets the purpose for the instruction• Identifies the important details of the

concept being taught• Provides instructions that have only one

interpretation• Makes connection to previously learned

material


How are you going to provide extra GUIDED PRACTICE when needed?

• Provides more than one opportunity to practice each new skill

• Provides opportunities for practice after each step in instruction

• Elicits group response when feasible• Provides structured partner talk time• Provides extra practice based on accuracy of

student responsesI do, we do, ya’ll do, you do


How are you going to provide more CORRECTIVE FEEDBACK to students?

• Provides affirmations for correct responses• Promptly corrects errors with provision of

correct model• Limits corrective feedback language to the

task at hand• Ensures mastery of all students before

moving on

How and when are you going to have student PRACTICE SKILLS INDEPENDENTLY?

• Independent work routines and procedures taught• Models tasks before allowing students to work

independently • Students use previously learned strategies or

routines when they come to a task they don’t understand

• Independent work is completed with high level of accuracy


iii) What agreements can the grade level make on common active engagement strategies? How will you increase active engagement to increase the effectiveness of the instruction?

Active engagement

How many times it takes to learn something new

• Average Learner• Everybody else• Truly disabled student

Jo Robinson (2008)

4-14 times14-250 times

250-350 times

Active engagement

Teacher Behavior• Gains student attention before

initiating instruction• Paces lesson to maintain attention• Maintains close proximity to students• Transitions quickly between tasks• Intervenes with off-task students to

maintain their focus

Active engagement

• Think/pair/share• Think/write/share• Choral response• Jobs/roles of students• Graphic organizer in

use as a response to instruction

• Physical gestures; hand signals

• White board responses

• Manipulatives• Students are meaningfully

engaged in reading, writing or talking about the content of the lesson

• Cooperative groups are productively engaged in dialogue, discourse or learning activities

• Guided practice is evident• Student self assessment

Active engagement

Amy Petti & Tara Black. Adapted from LBUSD

Lesson activities

Fidelity

iv) What can you do to improve your teaching of the core to fidelity? How is your team using fidelity checklists to improve the instruction within the core?

• 5 minute walk through• Core program fidelity check• Intervention fidelity checks

Fidelity

• Come agreements around a fidelity checklist

• Does a grade level need to create their own?– Systematic way for the administrator

and coach to agree on outcomes

Fidelity

• Is the whole team at the same place in the curriculum?

• Pacing guides provide consistency about the amount of time that will be spent on each essential learning.

• To be used to guide the pacing of the instruction, not a military march toward a goal.

Fidelity

North Clackamas Schools

• What are the most essential outcomes for the upcoming units?– Endurance: Are students expected to retain

the skills or knowledge long after the unit is completed?

– Leverage: Is this skill or knowledge applicable to many academic disciplines?

– Readiness for the next level of learning: Is this skill or knowledge preparing the student for success in the next unit/grade?

Reeves (2002)

Fidelity

v) What are your professional development needs and goals?

Professional development

High quality professional development. . . • Focuses on teachers but includes all of the school

community• Focuses on individual, collegial and organizational

improvement• Nurtures leadership capacity of school community• Reflects best available research and practice• Promotes continuous inquiry and improvement • Is planned collaboratively by those who will participate in

and facilitate the development • Requires time and resources• Driven by a long-term plan• Is evaluated on the impact on student learning

Adapted from Northwest Regional Educational Laboratory, 6/98


• Model lessons by coach• Peer lesson observation• Substitute time for team planning• Visit high performing schools within

the district• Parent communication• Schedule change


Set fresh goals

c) Establish an end of the year goal to work toward for the percentage of student you would like to see in each tier based on assessment data.

• Look at your current reality. • What is an ambitious and attainable

goal?• Pick a goal for each tier

– Tier 1 to 80% ?– Tier 2 to 15% ?– Tier 3 at 5% ?

Set fresh goals

What is the current reality

65%

98 Total 3rd graders

22%

12%

64 students

22 students

12 students


65%


22%

12%

64 students

22 students

12 students

18 students

12 students


53%


16%

30%

52 students

16 students

30 students

18 students

12 students

Sharing this information with teachers

• Celebrate!!!– 65% are doing well– Over 50% of the students have met the

end of the year benchmark• Keep the focus

– 12% of the Benchmark students are on the edge

– 18% of the Strategic are on the edge

What is an ambitious and attainable goal?

January Spring Goal

Benchmark 65%

Strategic 22%

Intensive 12%


January Spring Goal

Benchmark 65% 75%

Strategic 22%

Intensive 12%


January Spring Goal

Benchmark 65% 75%

Strategic 22% 18%

Intensive 12%

Establish an end of the year goal of percentages in each tier

January Spring Goal

Benchmark 65% 75%

Strategic 22% 18%

Intensive 12% 7%

Core Strength Training: Tier I for All!

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