Response to Intervention (RtI) at the Secondary Level: Keys to Implementation Madi Phillips, Ph.D. NCSP I-ASPIRE Regional Coordinator Big Ideas about Today’s Presentation 1. 2. 3. 4. 5. 6. We’re aligning a delivery system to educational needs. We’re increasing the quality of teaching, tools, and support across 3-Tiers instead of moving the problem. We’re shifting mind sets: Every problem learning (or behaving) becomes a special education problem. In a perfect world, we shouldn’t have “RtI” (as an eligibility process) at the secondary level. We’re shifting “Interventions” focus from reactive, punitive, and/or restrictive to proactive, preventative, inclusive. We have the tools and we have experience, but there is a gap. Without Problem Solving Special Education Sea of Ineligibility General Education Student Profiles • 8.7 million 4th-12th graders can’t cope with academic demands • 74% of all 9th graders scored at Unsatisfactory or Basic Level on state assessment – Unsatisfactory = 3%ile WR; 1%ile RC – Basic=9%ile WR; 8%ile RC • 70% of adolescents graduate; 50% of students with color do • Students who stay “on track” in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate Student Profiles (cont) • “On-track Indicator” – Students who stay “on track” in freshman year (earn 5 credits and no more than 1 F) 3.5 times as likely to graduate – One semester F decreases likelihood of graduating from 83% to 60% – 2 Fs decreases likelihood to 44% – 3 Fs decreases likelihood to 31% The “Old” Problem Solving Heuristic Special Education General Education with Support Amount of Resources Needed To Benefit General Education Severity of Educational Need or Problem What is NOT RtI: It’s not your father’s Oldsmobile 1. It’s Not About SE Eligibility with a new label (e.g., pre-referral intervention, old teamnew name). 2. It’s Not About SE “Business as Usual” with programs that meet the needs of adults more than students. 3. Expecting GE Teachers to meet the needs of ALL students (180 students-180 different interventions). Presentation Intended Outcomes 1. Describe a heuristic for multi-tiered service delivery for middle and high schools to meet the academic and socio-emotional/behavioral needs. 2. Provide illustrations of effective reading assessment for 1.Universal Screening, 2.Problem Identification 3.Progress Monitoring in Reading Intervention. 3. Provide illustrations of effective assessment and intervention tools necessary for 1.Basic Reading Skills 2.Success in Content-Area Classes 3.Behavioral Support 4. Give you strategies for implementation. Bridging the Gap Problem Solving Steps Problem Identification What is the Problem and Is it Significant? Problem Analysis Plan Evaluation Why is it happening? Did our plan work? Plan Development What shall we do about it? The VISION: To Provide Effective Interventions to Meet the Needs of ALL Students Through Early and Scientifically Based Interventions Through Careful Systems Planning Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. Information Explosion/ Instructional Time Dilemma 1960 Time 1980 2000 Content The Performance Gap /12/ 11 10 9 8 7 6 5 4 3 Years in School The University of Kansas Center for Research and Learning The Performance Gap / Grade Level Expectations Demands Skills Existing Support Years in School The University of Kansas Center for Research and Learning The Performance Gap Grade Level Expectations Demands / Skills Infrastructure Support • Flexible Scheduling • Planning Time • Professional Development Time • Extended Learning Time Infrastructure Supports • Smaller Learning Communities Existing Support Years in School The University of Kansas Center for Research and Learning The Performance Gap System Learning Supports • Progress Monitoring / Instructional Core Grade Level Expectations Demands Skills System Learning Supports • Data-Based Decision Making • Problem-Solving • Instructional Coaching • Professional Learning Infrastructure Supports Current Supports Years in School The University of Kansas Center for Research and Learning The Performance Gap Instructional Core • Motivation/Behavior Supports / Instructional Core Grade Level Expectations Demands Skills System Learning Supports Infrastructure Supports Current Supports • Smarter StandardsBased Curriculum Planning • Engaging Instructional Materials& Activities • Student-Informed Teaching • Connected Courses & Coherent Learning • Continuum of Literacy Instruction Years in School The University of Kansas Center for Research and Learning Problem Solving Process School Improvement Cycle Problem Identification What is the Problem and Is it Significant? Problem Analysis Plan Evaluation Why is it happening? Did our plan work? Plan Development What shall we do about it? http://www.ncrel.org/sdrs/school.htm Similarities? http://www.nsdc.org/connect/projects/resultsbased.cfm School Improvement Activity • What are your current SI Goals? • What content is covered in the current professional development plan? • What problems or issues often come up at your school? So...WHAT is RTI? 1. An eligibility process for determining if a student has a learning disability? 2. An opportunity to redress years of dissatisfaction with both special education and general education? We See IT as Both How We See It Needs-Based Service Delivery Systems ProblemSolving Service Delivery System RTI Program vs. Framework • Response to Intervention (RtI) and School-wide Positive Behavior Support are not programs, but frameworks for designing and implementing proactive, preventative programming using data. Basic Skills or Functional Literacy Problem? No Yes What Service? Instruction in Basic or Literacy Skills Instruction in Content Area Knowledge How? Direct Service Thru Special Education Direct Service Through GE; Indirect Service Thru SE or GE Interventions Goal Master Basic or Literacy Skills Master Content Area Knowledge Evaluation Tool CBM Mainstream Consultation Agreements CTM’s & VM A Secondary Problem-Solving Model Who Do We Serve in a Problem-Solving Model? We identify: 1. Students with Basic Skills or Severe Literacy Deficits for Direct Service 2. Students without these Deficits who Need Indirect Service for Success in Content Area Courses A Model of Secondary Special Education Service Delivery Should Be Predicated On: 1. Students with serious functional literacy or basic skills deficits receiving instruction in these skills via special education 2. Students without serious functional literacy or basic skills deficits receiving instruction in content area courses via general education with relevant special education assistance or general education interventions Scientific Standards for Progress Monitoring Reliability Quality of Good Test Validity Quality of Good Test Sufficient Number of Alternate Forms and of Equal Difficulty Essential for Progress Monitoring Evidence of Sensitivity to Improvement or to Effects of intervention Critical for Progress Monitoring Benchmarks of Adequate Progress and Goal Setting Critical for Progress Monitoring Rates of Improvement are Specified Critical for Progress Monitoring Evidence of Impact on Teacher Decision Making instruction or Student Achievement; Critical for Formative Evaluation Evidence of Improved Instruction and Student Achievement; Logistically Feasible--Low Cost, Efficient, Accurate, Gold Standard for Progress Monitoring Critical for IMPLEMENTATION Typical High School Reader QuickTime™ and a H.264 decompressor are needed to see this picture. A Simple, Economical Way of Identifying Educational Need High School Student with Severe Reading Problem QuickTime™ and a H.264 decompressor are needed to see this picture. Grade 8 Material < 10th percentile at beginning of Grade 8 A Severe Performance Discrepancy Likelihood of Passing the High Stakes Test Obvious and Potentially Severe Educational Need Grade 6 Material < 25th at beginning of the year Testing in Even Easier Material Grade 4 Material about 50th percentile at end-of-year, but high error rate Graph the Results and See the Problem Severity What Does R-CBM Measure? Beware the Trap of ALL the BOXESThese Skills Phonemic Awareness Alphabetic Understanding Fluency Vocabulary Low Scores “in the Box” Mean You General Reading Must TEACH the Skill Things in the Box Phonemic Awareness Phonics Fluency Comprehension Vocabulary Comprehension http://www.nationalreadingpanel.org/ The Bigger Deficits Here • Life Experience • Content Knowledge • Activation of Prior Knowledge • Knowledge about Texts Language And Here • Oral Language Skills • Knowledge of Language Structures • Vocabulary • Cultural Influences Reading Fluency* Oral Reading is the EASIEST to Knowledge We Refer to It as Measure--Let’s Get This DownGeneral andReading Skills Comprehension And the MOST Add MORE Tools For TheSome, Easiest theThing Hardest To Unmotivated Here The Longer It Takes... Thing Teach They’ll Ever Do • Motivation & Engagement • Active Reading Strategies • Monitoring Strategies • Fix-Up Strategies Metacognition • Prosody • Automaticity/Rate • Accuracy • Decoding • Phonemic Awareness *modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research; www.fcrr.org Case Study Severe Basic Skill Problem: Provide Intense Basic Skill Intervention! Predicted Not to Pass High Stake Test Determine the Severity of the Problem Using Survey Level Assessment and Write an IEP Provide a Powerful Basic Skill Intervention and Monitor Progress Conduct a Survey Level Assessment to Estimate Basic Skill Discrepancy Possible Data Sources Activity • Brainstorm the potential data sources in your school… • Examples may include: – Dean Referrals, Tardies, Suspensions, Expulsions, Outside Placements, Drop Outs – Common Assessments, CBM, Yearly Progress Pro, Failure Rates The High School Solution: Building Continuously Improving Tier 1 General Education Instruction ~5% ~15% Use of Teaching Routines and Learning Strategies (Kansas) Well-Designed Curriculum with a “Big Ideas” Focus or Ability to “Distill” Curriculum to Big Ideas Effective Secondary Classroom Management Study and Organizational Skills Curriculum Modification ~80% of Students Increase the Capacity of General Education to Teach ALL Students Critical Content • All students learn critical content required in the core curriculum regardless of literacy levels. • Teachers compensate for limited literacy levels by using… • Explicit teaching routines, • Adaptations, and • Technology to promote content mastery. • For example: The Unit Organizer Routine all most some Key Skills Sets for Secondary Support (http://www.ku-crl.org/) A Major Source of Support for Secondary http://www.kucrl.org/iei/sim/ceroutines.ht ml Content Enhancement Routines (Creating “learning-friendly” classrooms) • A way of teaching academically diverse classes in which… – The integrity of the content is maintained – Critical content is selected and transformed – Content is taught in an active partnership with students The University of Kansas Center for Research and Learning Content Enhancement Teaching Routines Planning & Leading Learning Course Organizer Unit Organizer Lesson Organizer Exploring Text, Topics, & Details Framing Routine Survey Routine Clarifying Routine Ordering Routine Teaching Routines Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine The University of Kansas Center for Research and Learning The Unit Organizer 4 NAME DATE BIGGER PICTURE Elida Cordora 1/22 The roots and consequences of civil unrest. 2 LAST UNIT /Experience Growth of the Nation 8 1/22 UNIT SCHEDULE Quiz 1/29 Cooperative groups over pp. 210-225 "Influential Personalities" project due 1/30 Quiz Cooperative groups over pp. 228-234 Review for test 2/7 Review for test 2/6 Test The Causes of the Civil War 3 NEXT UNIT /Experience The Civil War UNIT MAP was based on Sectionalism was influenced by pp. 201-236 Areas of the U.S. emerged because of became greater with Differences between the areas Events in the U.S. What was sectionalism as it existed in the U. S. of 1860? How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? What examples of sectionalism exist in the world today? Leaders across the U.S. descriptive compare/contrast cause/effect 6 UNIT RELATIONSHIPS UNIT SELF-TEST QUESTIONS 2/6 7 CURRENT UNIT UNIT CURRENT Cooperative groups over pp. 201-210 1/28 2/2 5 1 Key Words United States Athens leaders accountable CONVEY CONCEPT OFFER OVERALL CONCEPT Democracy CONCEPT DIAGRAM a form of government NOTE KEY WORDS CLASSIFY CHARACTERISTICS Always Present Sometimes Present leaders accountable by elections direct representation citizens have equal voting rights indirect representation individuals can oppose government centralized power all views are tolerated decentralized power statement of civil & political rights separation of power Never Present rule by king rule by dictator censorship of press hereditary transfer of power unified power views tolerated EXPLORE EXAMPLES Examples: United States direct China in 1993 England in 1993 Athens (500 B.C.) indirect rule by dictator Nonexamples: Russia 1993 England under Henry VIII Macedonia (under Alexander) PRACTICE WITH NEW EXAMPLE TIE DOWN A DEFINITION A democracy is a form of government in which leaders are accountable to the people through elections, citizens have equal voting rights, individuals can oppose the government, all views are tolerated, and there is a statement of civil and political right The FRAME Routine Key Topic Progressive Era is about… a period of social change in the U. S. Main idea Social Problems Essential details Main idea Tools for Social Change Essential details Main idea Social Changes Essential details Unsafe food Muckrakers wrote about problems Meat Inspection Act Monopolies Bully pulpits forced new laws Anti- trust Act Unsafe and unfair working conditions Activists organized protests Commerce and Labor Departments Limited voting rights Demonstrators created public pressure Voting rights expanded So What? (What’s important to understand about this?) To really create social change, many people have to be organized, outspoken, and persistent! Learning Strategies Curriculum Acquisition Storage Expression of Competence Word Identification First-Letter Mnemonic Sentences Paraphrasing Paired Associates Paragraphs Self-Questioning Listening/Notetaking Error Monitoring Visual Imagery LINCS Vocabulary Themes Interpreting Visuals Assignment Completion Test-taking The University of Kansas Center for Research and Learning Acquisition Strategy Self-Questioning • • • • • Attend to clues as you read Say some questions Keep predictions in mind Identify the answer Talk about the answers The University of Kansas Center for Research and Learning Embedded strategy instructionExample of ASK IT Strategy Implementation All teachers teach the steps of a self-questioning strategy (ASK IT), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “active reading.” The University of Kansas Center for Research and Learning Storage Strategy First-Letter Mnemonic • Form a word with first letters • Insert a letter • Rearrange the letters • Shape a sentence • Try combinations The University of Kansas Center for Research and Learning Expression Strategy Error Monitoring Write on every other line using PENS Read the paper for meaning Interrogate yourself using the COPS questions Take the paper to someone for help Execute a final copy Reread your paper The University of Kansas Center for Research and Learning GOOD NEWS!! SASED has identified several local certified trainers and is planning to offer a workshop series on the University of Kansas Content Enhancement Routines & Learning Strategies Curriculum for the 2008-2009 school year. How will Content-Area Strategy Instruction be provided? • Middle School – Embedded into content-area courses – Strategy Instruction course as part of the fine arts rotation – Strategic tutoring in place of foreign language • High School – Embedded into content-area courses – Strategic tutoring in place of study hall – Strategy Instruction as an elective A Major Source of Support for Secondary Components of Well-Designed Syllabi • Contact Information • Course Goals and Big Ideas • Instructions and Directions as to How to Get Help • Course Materials • Behavior Expectations and Consequences • Detailed Information About the Grading System • Course Calendar and Due Dates • Self Monitoring Checklists • Access to Models for Papers, Projects, Tests Welcome to Expanding Academic Opp ortunities Teacher: Mrs . Hernandez 1. 2. 3. a. b. c. 1. 2. 3. 4. By the end o f this class, you will be able to: Read long mult i-syllable words. Understand wha t you read. Use strategies to analyze what yo u read such as: Paraphrasing Visual Imagery Self Questioning Learn to use new voca bulary words. Read aloud smo othly and with expression Write complet e sentences and well organized paragraphs Take reading tests wit h confidence and perfor m well on those tests Accomplishing this will requ Evaluate Components of Syllabus ire cooperation Thi nk of this class like a challeng e course in the forest. Yo u wil l have to work hard independentl y, but you wil l also have to work effectively wit h othe r students and with m e. Guide lines for Success Winners make their own luck. They achieve. It takes: Preparation Responsibili ty Integrity Dedication Effort to be successful! Classroom Rules: Winners know the rules and foll ow them. 1. Come to class every day that you are not sick. 2. Arrive on tim e with your own pencil and paper. 3. Keep hands, feet and objects to yourself . 4. Foll ow directions the first tim e. 5. Stay on task during all work tim es. Activities Winners participate and strive to ACHIEVE. The ACHIEVE approach will teach you exactly what you have t o do in each type of classroom activity . For now, jut be aware that each activity below wil l include very specific info rmation for you about how to be succeed in this class. Grades Winne rs know that you have to keep score. Your grades for each of the comi ng nine weeks will be based on the foll owing: 1. 50% of your grade wil l come from your class participation and how well you foll ow the rules. There are 10 possible points per day, for a tot al of 450 points for the quarter You will start each day with 8 points, which is 80%, or a low B. (I li ke low B better than B-) Each complim ent adds one point. Each Rule Violation costs one point. 2. Your written work is worth a total of 30%. 3. Your performance on Mastery Checks is worth 20%. Classroom Procedures Ente ring the Classroom: 1. Be in the roo m befor e the bell rings. 2. Have your fold er ready. 3. Begin work on th e activity on the board or lef t on your desk. 4. Quietly work o n this activit y unti l I signal for your attention. Tardy to class: If you are in the classroom before the bell rings, then you are on tim e. If you enter after the bell rings, then you are tardy and will lose one behavior point. In addition, all tardies are reported to the attendance offi ce according to s chool poli cy. Paper/Pencil: If you do not have a pencil, I keep golf pencil s and stubs avail able on my desk. Please return them when you are finished and donate pencil s that you no longer intend to use. There is also extra notebook paper on my desk. Use it when you need to and replace it when you bring your own. Daily Assignments: Each of you wil l have a folder on the counter by the door. There will be a weekly assignment sheet in this folder every Monday. This sheet will outli ne the tasks you will work on during the week. Turning in assignments: Tur n in your completed work to the tray on the counter by the door labeled Period Two. Returning assignments: Graded work wil l be returned to your folder. Findin g out grade status in class: A grade printout wil l be placed in your folder every week. This will show your current grade in the class, any mi ssing assignments, and a progress report showing your current reading level. You r responsibilities after an absence: Anytim e you are absent, you will view a videotape of the large-group activities you mi ssed. You will also need to complete independent practice and vocabulary assignments for the days you mi ssed. You will have the same number of days to make up your work as the number of days you were absent. If you were absent o n Monday and Tuesda y, you will have to finish your make-up work and turn it in on Friday. Always be in class if y ou are not seriously il l! Communicati on procedures wit h parents/guardians Show your weekly grade print o ut to a parent or guardian each week. You will get three bonus points for each week you return a weekly grade print with a parent or guard ianÕs signature. Ending c lass: One mi nute before the end of class, I wil l ask you to return to your assigned seats for final announcements. You will be excused by rows, after the bell rings. Consequences for Classroom Rule Violations If you violate a rule, you may be assigned a consequence. Depending on the frequency and severity of the mi sbehavior, you may receive one or more of the foll owing consequences. 1. Loss of a behavior point 2. Parental contact 3. Change in seating assignment 4. Tim e owed after class 5. Detention 6. Offi ce referral If you ever feel that the enforcing o f rules and conseque nces is unfair, you have the right to make an appointment to discuss the situation. I will be as neutral as I can in hearing your complaints or comm ents. Consequences for Code of Conduc t Violations If a student breaks a rule that is covered by the Code of Conduct in your student handbook (possession of ill egal substances, abuse, etc), I must refer the situation to the offi ce for the admi nistrator to make decisions on parental contacts, poli ce involvement and so on. This is part of my job, and not my decision. If you violate a Code of Conduct rule, it wil l be handled out of class. The Teacher(s): Course Organizer Time: This Course: is about Introduction to Poetry Empowering students to learn what poetry is, what poetry does, and how poetry works. Course Questions: 1. How do poets resemble/differ from writers of other types of literature? 2. What kinds of information do poems present? 3. What writing tools and strategies do poets use? 4. Why do some readers like poetry and others dislike it? 5. What are the key traditions in poetry that will most usefully contextualize poetry for today’s readers? 6. What are common themes in poetry, and how do the themes speak to readers’ experiences? Ray Pence, Graduate Teaching Assistant, English Student: Course Dates: Course Standards: What? How? Value? Content: 1. Understanding form 2. Understanding content 3. Reflecting on reader responses Journals Papers Class Discussions Critical vocabulary Paraphrasing Note-taking Class demo Class demo Class demo Process: Course Progress Graph 20% 60% 20% Course Map This Course: Student: Introduction to Poetry includes Community Principles Listening Persistence Mutual & Self-respect Openmindedness Performance Options Learning Rituals Group presentations Small-group collaborations Reading journals Public poetry events Finding poetry in your immediate environment Student-teacher conferences Visual representations Papers Websites Critical Concepts Voice Rhythm Diction Persona Figurative Language Poetic traditions Poetic forms Oral histories Performance Art Use-value Learned in these Units Poetry as Storytelling Poetry as Social History Poetry as Autobiography Ray Pence, Graduate Teaching Assistant, English Poetry as Reflection & illumination of world Poetry as Journey and exploration Not Everything We Teach Is Equally Important “The sheer quantity of information requires us to constantly determine what to include in a course” Keith Lenz, 2003 http://www.ku-crl.org/archives/classroom/smarter.html Students need intensive intervention to work on basic literacy components. • Students develop the foundational phonics, fluency, and comprehension skills through specialized, direct, and intensive instruction in reading. Intensive instruction in listening, speaking, and writing is often a part of these services. • For example: Courses in researched-based reading programs such as the SRA Corrective Reading Program or REACH. How will basic literacy skill instruction be provided? • Requires a double-block schedule of English/Language Arts and Reading. • Where does the time come from? – High School Option • Reading as an elective – Middle School Options • Reading instruction instead of foreign language • Reading course within the fine arts rotation An intensive multi-faceted option for those who need it. • Students with underlying language needs learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies. • For example: Speech-language pathologists, special education teachers, and social workers engage students in educational language and literacy instruction using a researched-based program such as the Sopris West Language! Program. http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%2 0Briefing%20Paper%20Secondary%20Reading.pdf Read the Carnegie Documents: http://www.carnegie.org/literacy/why.html Websites for Scientifically Based Behavior Support •National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS): www.pbis.org •Safe and Civil Schools: www.safeandcivilschools.com At the School Level At the School Level At the Referral Level High School Tier 1 Example: • English Dept. prior to 1993: – Reading and writing skills were not taught in a consistent manner at LFHS – Members of the English Dept. began learning about Nancie Atwell’s reading and writing workshops and developed a proposal to bring this concept to LFHS – The School Board approved the proposal and all teachers were trained in the program for the 1994-95 school year Writing Workshop • PRINCIPLES AND REQUIREMENTS: – Each student must produce 3 pieces of writing that go through the conferencing process – Each student must produce a portfolio of the writing process – The focus is on the writing process – Students must have ownership and their written work must be student-generated Reading Workshop • PRINCIPLES AND REQUIREMENTS: – At least 12 days/year must be devoted to reading workshop – Students should be provided time to read – Students should gain ownership over texts by selecting what they read – Students should respond to text in a variety of ways and there must be teacher/student interaction regarding reading English Dept 2005-06 • High level of satisfaction with the writing skills of students at LFHS • Less satisfaction with reading skills and overall enjoyment of reading (based off of 1st semester English finals and anecdotal information) Vocabulary: The Broad Context….. “Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.” Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary, San Francisco: Pacific Resources for Education and Learning. Bringing Words to Life Isabel Beck M. McKeown L. Kucan Guilford Press Vocabulary Matching English (VM) 20 VM 1 (English) 15 10 5 0 2007 2008 2009 Grade Lvl 2010 Science (VM) 1,606 20 VM 2 (Science) 15 10 5 0 2007 2008 2009 Grade Lvl 2010 Social Studies (VM) 20 VM 3 (Social Studies) 15 10 5 210 701 0 1,063 309 2007 1,236 2008 2009 Grade Lvl 2010 Results… • Tier One - Basic words – chair, bed, happy, house • Tier Two - Words in general use, but not common – concentrate, absurd, fortunate, relieved, dignity, convenient • Tier Three - Rare words limited to a specific domain – tundra, igneous rocks How can we use this information? • Vocabulary Matching Screening can be completed in about 15 minutes – Using the cut scores provided we have reason to believe that students with scores • • • less than 15 are likely to require strategic or intensive assistance between 16 and 25 may require strategic assistance above 25 are likely to be on track and can continue with instruction as planned – in order to meet academic expectations for Illinois State Achievement test in 10th grade Maze R- CBM Program Options Tier 1: Pre-teaching Key Vocabulary Tier 2: Co-taught English/Reading Block with REWARDS Co-taught Course on before, during, and after reading strategies with a focus on content-area text Tier 3: Social Opportunities Academic Readiness(SOAR): Includes Language!; Social Language Skills; Vocational Opportunities; Post-Secondary Exploration Intermediate and Secondary Reading Interventions Intensive Reading Intervention High School Tier 2 Example: Freshman Reading Classes • Class A: guided reading, modeling, class discussions, comprehension checks, oral reading, graphic organizers, REWARDS • Class B: guided reading, modeling, class discussions, comprehension checks, oral reading, graphic organizers WRC Mean Rate of Growth Per Week • Class A mean rate of growth = 0.67 WRC/week • Class B mean rate of growth = -1.22 WRC/week Instructional Planning Form Goal: In 32 weeks, Cary will read 95 cwpm with at least 95% accuracy. Instructional Procedures Focus or Skill Teaching Strategy Materials Arrangements Time Motivational Strategies Decoding Fluency REWARDS reading program REWARDS Class novels/short stories Small group (13:1) 50 min 2X/week Approx 30 min wk 1 min biweekly Grades Candy Peer Praise Charting progress Reading Comprehension Comprehension strategies (visual/graphic organizers) Graphic organizers Novels Small group (13:1) Varied 5 days/week Positive teacher feedback Grades Class Discussions REWARDS comp questions Novels REWARDS Small group (13:1) Small group (13:1) Daily 50 min 2X/week Positive teacher/peer feedback Candy Cary’s Progress Next Steps… • Math! – Math Department Proposal: • Screening & Progress Monitoring • Yearly Progress Pro (YPP) McGraw-Hill – Includes: CBM & Custom Tests YPP Examples 7th Grade Math Class 8th Grade CBM Probe YPP Algebra & Geometry Skill Clusters Developing Components • Systems – General survey of priorities, Effective Behavior Support Survey, Team Implementation Checklist tell you what you want to do • Practices – School-wide Evaluation Tool tells you how much is in place • Data – Curriculum Based Measures and Office Referral Data tell you with whom to focus Steve Romano and Hank Bohanon School wide Expectations Identify expectations of the setting Develop team/plan/support Directly teach expectations Consistent Consequences, Acknowledge/Reinforce (Tall, Vente’, Grande) Collect Data Communicate with staff On-going evaluation 100 90 80 70 60 50 40 30 20 10 0 Fall 2003 Winter 2004 M ea n Fall 2005 Ex pe ct at io Ex ns pe D ef ct in at ed io ns Ta Re ug wa ht r d Vi Sy ol st a M t em i o on n s it o Sy rin st g em & De ci sio M ns an ag em Di st en r ic t tS up po rt Percent in Place Houston County H.S. SET Results SWPBS Feature Accessed 3-7-06 = http://web.utk.edu/~swpbs/schools/data/hchs/HCHS%20SET%209%2028%2005.doc Office Referrals Per Day Per Month Per 100 Students Per Average Daily Enrollment Per Day Per Month Per 100 Students Per Average Daily Enrollment 4 3.5 3 2.5 02-03 03-04 2 04-05 05-06 1.5 1 0.5 0 September October Generated 8-02-06 November December January Months February March April May June Percentage Proportion of Students With Office Discipline Referrals 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 2002-2003 2003-2004 2004-2005 Year 2002-2003 2003-2004 2004-2005 6 + Referrals to Office 21.00% 16.00% 13.13% 2 to 5 Referrals to Office 33.00% 25.00% 23.47% 0-1 Referrals to Office 46.00% 59.00% 63.40% (02-03 compared to 03-04 (03-04 compared to 04-05 X2 = 53.199, df = 2, p = .000) X2 = 6.324, df = 2, p = .042) Systems/Data • System - SET Information – Overall Score approximately 80% – Teaching @ 70% – Acknowledgment @ 50% • Impact data – School has access to discipline and attendance data Practice • To address tardies (high school) – names of students from class were put into a drawing. Four students’ names were drawn at random weekly, if they had no tardies, they could choose a prize. Report from School • Teachers were not able to sustain, teachers did not remember to conduct drawings. • We can use department chairs to provide reminders and support to staff (System) Control Classrooms Control Percent of Students in Tier 100% 90% 80% 70% 60% Tier 3 50% Tier 2 40% Tier 1 30% 20% 10% 0% Pre Post Time Treatment Classrooms Treatment Percent of Students in Tier 100% 90% 80% 70% 60% Tier 3 50% Tier 2 40% Tier 1 30% 20% 10% 0% Pre Post Time At least at the school-wide level – you are trying to get 80% of your staff teaching! In Illinois – when schools get to 80/80 – Fewer risk factors – More protective factors – More likely to have tried interventions beyond SW – More students with fewer discipline problems http://www.pbisillinois.org/ (see FYO5 Report) Examples of Targeted Interventions • Behavior Education Program (BEP) – Check-In, Check-Out • Functional Behavioral Assessment/ Behavior Support Planning** Behavior Education Program (BEP) Features • Students identified and receive within a week • Check-in and check-out daily with an adult at school • Regular Feedback and reinforcement from teachers • Family component • Daily performance data used to evaluate progress Taken from: Hawken & March, 2004 If… >40% of students received 1+ ODR >2.4 ODR per student >60% of referrals come from classroom >50% of ODR come from <10% of classroom >35% of referrals come from nonclassroom settings >15% of students referred from nonclassroom settings >10-15% students with >10 ODR <10 students with 10 ODR <10 students continue rate of referral after targeted interventions small # students destabilizing climate Focus on… School-wide System Classroom System Non-Classroom System Targeted Group Intervention Individual Intervention (BSP) General Data Decision Rules Step 1: Problem Identification Question: What is the discrepancy between what is expected and what is occurring? • 2/3 of Maple’s individual student referrals were due to lack of on-time assignment/homework completion. • A homework assignment is defined as any academic assignment assigned by a core academic, foreign language, allied arts, or physical education teacher to be completed after school. Homework does not include bringing appropriate supplies to class, turning in forms of any kind, or participation in fundraising activities. • A homework assignment that is turned in on time is defined as being received by the assigning teacher at the requested day and class period. Comparison of Fall 2003 and Fall 2004 homework completion 2003 • Average student had 18 assignments • Average student turned in one assignment late • Average student had 7% of homework late 2004 • Average student had 18 assignments • Average student turned in one assignment late • Average student had 6% of homework late Total Number of Homework Turned in Late Fall 2003 ~3 Fall 2004 ~3 ~2 ~2 ~0-1 assignments ~0-1 assignments Step 2: Problem Analysis Question: Why is the problem occurring? Teachers determined a number of hypotheses including: – Lack of time – Lack of skill – Lack of motivation/interest in the subject area Step 3: Plan Development Question: What is the goal? • All students would turn in at least 80% of their homework on time. Question: How will progress be monitored? • Teachers will meet weekly and calculate the average work turned in per week for all students attending Homework Extension. Question: What is the intervention plan to address the goal? • Homework Extension takes place during lunch periods. Students assigned to Homework Extension will go to the lunchroom to get their lunch (if purchasing their lunch) and then report to the Homework Extension classroom. • Homework Extension is supervised by one/two of the lunch room supervisors in a separate classroom. • Homework Extension lasts the entire lunch period for the course of five school days. Students are then reevaluated. If work completion exceeds 80%, the student may return to the lunchroom. If not, he/she will be reassigned to Homework Extension. • If a student attends Homework Extension for three consecutive weeks, then the student is automatically referred for individual student problem solving. Step 4: Plan Implementation Question: How will implementation integrity be ensured? The principal required a weekly e-mail sent out to report which students qualified for Homework Extension and which attended Homework Extension and met their goals. The principal and assistant principal found a classroom and staff who would assist and monitor students’ work completion during lunch. Step 5: Plan Evaluation Question: Is the intervention plan effective? A. Are the students making progress toward the goal? • Yes, 66% of students were in HE for 1 week. (33%2 weeks; 3%-3weeks; 11 students total.) B. Is the student decreasing the discrepancy between him/her and the general education peers? • Yes, 77% of students were in HE only 1x. (11%-2x; 8%-3x; 4%-4x; 6 students total.) C. Is the plan able to be maintained in the general education setting? • No, 34% of students were involved in HE; Universal not targeted problem. IN 10/25 11/1 85% 90% OUT OUT 11/18 90% OUT 11/15 90% 12/6 100% OUT OUT 10/25 85% OUT DECISION 75% % OF HW AFTER 4TH WEEK COMPLETED OF HW EXT 10/18 DATE FLEX OUT DECISION 85% 81% % OF HW AFTER 3RD WEEK COMPLETED OF HW EXT 10/12 10/12 DATE IN IN OUT OUT IN OUT OUT OUT IN IN OUT OUT OUT OUT OUT OUT OUT OUT IN OUT OUT IN OUT DECISION 80% 80% 100% 100% 65% 80% 80% 90% 58% 80% 85% 85% 90% 100% 90% 100% 85% 85% 55% 85% 100% 50% 73% % OF HW AFTER 2ND WEEK COMPLETED OF HW EXT 10/4 10/4 10/12 12/12 10/12 10/12 10/12 10/18 10/18 10/25 10/25 10/25 11/1 11/1 11/8 11/8 11/8 11/8 11/8 11/8 11/8 11/8 11/15 DATE IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN IN DECISION 50% 64% 78% 70% 50% 10% 76% 70% 62% 70% 50% 65% 50% 75% 70% 70% 77% 60% 60% 64% 73% 55% 66% % OF HW AFTER 1ST WEEK COMPLETED OF HW EXT DATE 9/27 9/27 10/4 10/4 10/4 10/4 10/4 10/12 10/12 10/18 10/18 10/18 10/25 10/25 11/1 11/1 11/1 11/1 11/1 11/1 11/1 11/1 11/8 DECISION TC EC NW SK AW DV CO GE KK EE OB TC CO JZ TC CH OB JM DV EC KH KK CO % OF HW Entering HW EXT COMPLETED STUDENT DATE TEAM 6-2 Plan Evaluation Outcomes Form