Using universal screeners and targeted reading intervention at the secondary

Using universal screeners and targeted Using universal screeners and targeted reading intervention at the secondaryreading intervention at the secondary

level: One high school’s approach.level: One high school’s approach.

Winton Woods High School

June 15, 2009Greg Lynch, Intervention Specialist

Jan Bell, Intervention SpecialistDenise Davenport, Intervention Specialist

Dr. Terri Holden, PrincipalLisa Butts, School Psychologist

Patty D’Arcy, Director of Student Services

OverviewOverview

• Winton Woods High School Demographics

• Winton Woods High School Historical Performance Data

• The Journey Toward an Integrated Systems (Three-Tiered) Model

• Where We Are Now• The Future

DemographicsDemographics

2007-2008

2006-2007

2005-2006

2004-2005

African American 73.8 72.7 71.4 71.2

American Indian NC NC NC NC

Asian/Pacific Islander 1.5 1.7 1.8 1.5

Hispanic 3.2 3.3 2.5 2.4

Multi-Racial 5.6 4.2 4.3 3.4

White 15.8 17.9 19.9 21.4

Economically Disadvantaged 28.4 28.3 17.7 24.6

Limited English Proficient 2.1 1.7 1.8 1.5

Students with Disabilities 20.4 21.1 20.7 20.1

Median Income FiguresMedian Income Figures

2007-

20082006-

20072005-

20062004-

2005

Finneytown $38,950 $37,215 $38,353 $35,481

Fairfield $36,401 $35,600 $36,028 $35,817

Northwest Local $34,774 $33,688 $34,056 $33,118

Princeton City $33,411 $31,996 $32,546 $32,138

Winton Woods $32,460 $31,575 $31,979 $32,361

State of Ohio $31,321 $30,362 $30,505 $29,677

Mt. Healthy $28,352 $27,452 $27,950 $27,825

*Projected Data

2008-2009

2007-2008

2006-2007

2005-2006

2004-2005

RatingEffectiv

e*Effectiv

eEffectiv

eEffectiv

eEffectiv

e

Indicators Met 9/12* 7/12 6/12 9/12 6/7

Performance Index 94.5* 90.5 92.8 93.6 94.8

AYP Status ??? Not Met Met Not Met Met

Attendance 93.0* 93.2 94.8 93.9 94.1

Graduation Rate check 94.0 86.9 86.9 90.0

Local Report Card Non-Test IndicatorsLocal Report Card Non-Test Indicators

*Projected Data

2008-2009

2007-2008

2006-2007

2005-2006

2004-2005

Reading 81.1* 80.5 85.7 88.0 90.5

Mathematics 75.0*

69.2 79.0 86.8 78.4

Writing 92.5* 83.1 90.1 78.0 76.1

Science

64.4*

56.4

61.5

57.2

62.7

Social Studies 80.0* 75.5

63.7 76.5 77.2

Local Report Card Grade 10 Local Report Card Grade 10 IndicatorsIndicators

*Projected Data

2008-2009

2007-2008

2006-2007

2005-2006

2004-2005

Reading 89.4 90.0 94.3 NC

Mathematics 83.7 80.0 93.9 NC

Writing 91.1 91.5 87.9 NC

Science 72.8 71.2 79.5 NC

Social Studies 84.1 81.5 85.9 NC

Local Report Card Grade 11 IndicatorsLocal Report Card Grade 11 Indicators

81.1% 74.4%92.5%

64.4%80.0%

18.9% 25.6%35.6%

7.5%20.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Reading Math Writing Science SocialStudies

Failing

Passing

Grade 10 2009 Preliminary OGT DataGrade 10 2009 Preliminary OGT Data

Pass/Fail Percentages Pass/Fail Percentages Grade 10 2008Grade 10 2008

81% 83%69%

56%76%

20% 17%31%

44%25%

0%

20%

40%

60%

80%

100%

120%

Reading Math SocialStudies

FailingPassing

390

395

400

405

410

415

420

Reading Writing Math Science SocialStudies

Sco

res

Average Score for Grade 10 2008Average Score for Grade 10 2008

Average Score: Students with DisabilitiesAverage Score: Students with DisabilitiesGrade 10 2009Grade 10 2009

392

385

404

380

387

365370375380385390395400405410


Pass/Fail Percentages: Pass/Fail Percentages: Students with Disabilities Grade Students with Disabilities Grade

10 200910 2009

38.3%23.4%

67.4%

19.6% 32.6%

61.7%76.6%

32.6%

80.4% 67.4%

0%

20%

40%

60%

80%

100%

120%


Passing Failing

381

377378

373

380

368370372374376378380382


Av

era

ge

Sc

ore

sAverage Score: Students with DisabilitiesAverage Score: Students with Disabilities

Grade 10 2008Grade 10 2008

395.0 392.9 395.9

379.9393.1

370380390400

Reading

Writing

Math

Science

Social Studies

Sc

ore

Average Score: Students with DisabilitiesAverage Score: Students with DisabilitiesGrade 11 2009Grade 11 2009

25.0% 29.5% 17.8% 15.9% 20.0%

75.0% 70.5% 82.2% 84.1% 80.0%

0%

20%

40%

60%

80%

100%

120%


Pe

rce

nta

ge

s

Passing Failing


10 200810 2008

46.7% 46.7%56.7%

23.3%40.0%

53.3% 53.3%43.3%

76.7%60.0%

0%

20%

40%

60%

80%

100%

120%


Passing Failing


11 200911 2009

Comparing 10th & 11th Grade AVG Scores

360

365

370

375

380

385

390

395

400


Av

era

ge

Sc

ore

s

Avg score as 10th graders

Avg score as 11th graders

Addressing the Need

• Increase student achievement• Increase OGT passage rates• Utilize SRB instructional strategies

English 9 Class Project…

Reading ScreeningReading Screening

• 6th Grade DIBELS• 24 Grade 9 students (co-taught

class)• 1 English Class• Conducted by intervention

specialist

Determining NeedDetermining Need

• Students with Oral Reading Fluency Median scores of <130

• 7 Students Total (29%)

Challenges

• Time

• Tradition/Buy In

AssetsCorrective Reading MaterialsCo-Teaching ModelDIBELS K-6Administrative SupportStaff Support

Corrective ReadingCorrective Reading

• Why? • Two groups (3 students, 4

students)• One day weekly• 15 minutes

OutcomeStudent Median ORF

Oct. 2007

Median ORF Dec. 2007

Reading Math Writing Science Social Studies

1 117 126 413 418 433 401 418

2 109 102 416 418 433 398 402

3 116 139 396 412 420 374 402

4 129 151 412 409 448 428 422

5 122 143 Student withdrew

6 121 141 Student withdrew

7 79 89 400 398 413 367 378

Small, but Important Steps

• 6/7 or 86% increased ORF from May to Dec.

• 4/5 or 80% (with data) passed Reading OGT 2009

• 2/5 or 40% (with data) passed Five OGT sections 2009

A Trial Run for 2009

Universal Screening in Reading– Trial: administered DIBELS to

students in grade 9 English classes– Early feedback offers promise

• Introduction to universal screening @ HS• Increase staff and student focus on

reading

– Results help to identify needs

2008-2009 DIBELS 2008-2009 DIBELS ScoresScores

# of Students Tested

Average Score

High Score

Low Score

% with Median Between

101-150

% with Median Below 100

Median Error

Error High

222 154 276 41 34% 9% 3 13

Grade 9

Disaggregated DataGrade 9 DIBELS

15 Students Reading > 200 wpm– 11 females, 4 males– 9 African American, 2 White, 3

Hispanic, 1 Multiracial– 1 ESL identified, 0 Special Ed.

Disaggregated DataGrade 9 DIBELS

14 Students Reading <90 wpm– 7 females, 7 males– 7 African American, 6 Hispanic, 1

Asian Pacific Islander– 7 ESL identified, 6 Special Ed.

identified, 1 both ESL and Special Ed.

The Future

• Expand Universal Screening– Reading (DIBELS)– Math (CBM)– Enrollment of New Students

• 2009-2010 Study Skills Classes– Special Ed. Students– Corrective Reading 2x/week

• Strengthen instruction for ESL students

– TESOL endorsed teacher– Change from tutoring model

Ohio Improvement Ohio Improvement ProcessProcess

School-Wide School-Wide Instructional FocusInstructional Focus

• Explicit vocabulary Explicit vocabulary instructioninstruction

• Explicit reading Explicit reading comprehension instructioncomprehension instruction

• Non-narrative writingNon-narrative writing• Note-taking skillsNote-taking skills

80%80%

Winton Woods Achievement Model (WWAM)

The students of today now love The students of today now love luxury. They have bad manners. luxury. They have bad manners. They show disrespect to adults, and They show disrespect to adults, and love to talk, rather than work or love to talk, rather than work or exercise. They contradict their exercise. They contradict their teachers, chatter in front of teachers, chatter in front of company, gobble down their food at company, gobble down their food at the table, and intimidate their the table, and intimidate their teachers.teachers. ????????

2007-2008

2006-2007

2005-2006

2004-2005

All Discipline Types 34.1 39.7 33.0 34.4

Expulsions 0.6 0.3 0.0 0.8

Out-of-School Suspensions 16.1 23.2 32.7 28.6

Other Discipline Types 17.4 16.3 0.3 4.9

Disciplinary Actions Per 100 StudentsDisciplinary Actions Per 100 Students

Five Basic Concepts of Five Basic Concepts of Classroom ManagementClassroom Management

1. Classroom SStructure

2. Overtly TTeaching how to behave (situation dependent)

3.3. OObserve & monitor student behavior

4. Frequently IInteract positively with students

5. Pre-plan how to CCorrect misbehavior

from CHAMPS (Randy Sprick’s Safe & Civil Schools)

• Consequences STOP behavior; consequences don’t change behavior.

• Student motivation & encouragement are linked to student behavior.

• Expect-Connect-Correct• Positive interaction ratio should be

between 5:1 and 10:1.

“Correction does much, but encouragement does more.”

Goethe

Positive Behavior Positive Behavior SupportsSupports

• Clear school-wide expectationsClear school-wide expectations• Comprehensive instruction in Comprehensive instruction in

expected behaviorsexpected behaviors• System for providing consistent System for providing consistent

encouragement of expected encouragement of expected behaviors and correction of behaviors and correction of behavior errorsbehavior errors

• Building community connectionsBuilding community connections

The Warrior The Warrior Way…Way…

RespectResponsibility

Excellence

WWHS BEHAVIOR EXPECTIONS MATRIX WORKSHEET

Respect Responsibility Excellence

Cafeteria Clean up area when finished.Wait your turn in line.Follow instructions of any staff member.Use appropriate, non-offensive vocabulary & gestures.

Report to cafeteria during assigned lunch time.Have money or student # ready to pay for your purchase.Finish all food in the cafeteria.

Use table manners.

Hallway Speak in an appropriate adult voice.Follow verbal directions immediately.Use appropriate, non-offensive vocabulary & gestures.

Move quickly through the hallway to your locker or class.Keep all cell phones and e-devices away and off during school hours 6:50 – 2:01.Return to class within a 5 minutes of a written pass.

Organize your book drop off & pick up schedule to allow arrival to class on time.

School Event

Give full attention to presenter or speaker.Take care of school property.Follow directions.Use appropriate, non-offensive vocabulary & gestures.

Listen for instructions.Sit in assigned area.

Show positive support for the event.Cheer or applaud appropriately.

Classroom Respect others and the property of othersRespond appropriately to adult requestsUse appropriate, non-offensive vocabulary & gesturesListen while someone is talking

Attend all classes.Show on-time behavior.Acquire and complete missing work.Be an active participant.Have all needed materials.Follow “10-minute Rule.”Follow school rules.

Self advocate (be knowledgeable about class progress and communicate with your teachers).Make connections and reflections.Put forth your best effort.

Restroom Respond to staff request.Flush.Use trash receptacles.Use restroom supplies.No writing on the walls.Use appropriate, non-offensive vocabulary & gestures.

Use nearest facility.Go directly to and from the restroom.Notify staff of problems.Use facilities as intended.No cell phone use.Get in and out quickly.Exit immediately in proper dress code.Wash your hands.

Use the restroom during breaks.

PBS Matrix: Classroom

RESPECT RESPONSIBILITY EXCELLENCE

Respect others & the property of others.Respond appropriately to adult requests.Use appropriate non-offensive vocabulary & gestures.Listen while someone is talking.

Attend all classes.Show on-time behavior.Acquire & complete missing work.Be an active participant.Have all needed materials.Follow the “ten-minute” rule.Follow school rules.

Self-advocate (be knowledgeable about class progress & communicate with your teachers).Make connections & reflections.Put forth your best effort.

Using universal screeners and targeted reading intervention at the secondary

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