It All Starts With Core:
Building a Continuum of Supports
North Carolina Department of Public Instruction
Collaborative Conference for Student Achievement
March 2014
Welcome!
• Introductions
• Presenters and participants
2
Objectives
• Know the critical components of
Responsiveness to Instruction (RtI) as a school
improvement model.
• Understand the importance of defining a
continuum of supports, beginning with the Core
• Learn how two systems have developed a
system to ensure materials and practices are
evidence-based, aligned with behavioral &
academic standards, and
utilized/implemented with fidelity
State of RtI (MTSS)
in North Carolina
Multi-Tier System of Supports
(MTSS)
NC DPI MTSS
Leadership and Policy Team
Rebecca Garland, Chief Academic Officer
Robin McCoy, Director, K-12 Curriculum and Instruction
Bill Hussey, Director, Exceptional Children
Sherry Thomas, Assistant Director, Exceptional Children
John Pruette, Director, Office of Early Learning
Donna Brown, Program Monitoring and Support Services
Carolyn Guthrie, Director, K-3 Literacy
Jo Anne Honeycutt, Director, Career and Technical Education
Lynne Johnson, Educator Effectiveness
Pat Ashley, Director, District and School Transformation
Tammy Howard, Director, Accountability Services
Amy Jablonski & Heather Reynolds,
State Implementation Science Specialists
NC DPI Definition of RtI
NC Responsiveness to Instruction (NCRtI) is a
multi-tiered framework which promotes school
improvement through engaging, high quality
instruction. NCRtI employs a team approach to
guide educational practices, using a problemsolving model based on data, to address student
needs and maximize growth for all.
7
What is RtI?
Framework that focuses on:
– Appropriate, targeted instruction
– Evidence-based teaching strategies
– Early intervention
– Accurate assessment with valid, reliable data
– Frequent progress monitoring
– Informed instructional decisions
8
Critical Components of RtI
1. Leadership and Shared Responsibility
2. Problem-Solving/Data Driven Decision Making
3. Assessment
4. Curriculum and Instruction
5. Sustainability and Integration
6. Family and Community Collaboration
9
Core: Tier 1
Who: All students are in Tier 1 (Core)
What: Evidence-based programs and practices
demonstrated to produce good outcomes for the majority
of students
Effectiveness: If at least 80% of all students are meeting
benchmarks in Core alone.
What about subgroups?
Slide adapted from G. Batsche
10
Supplemental Instruction: Tier II
Who: Students needing supplemental support in addition
to Core instruction
(approx. 20% of students)
What: Evidence-based programs and practices
demonstrated to improve performance in Core
Effectiveness: If at least 70-80% of students improve
performance (toward Core standards)
Slide adapted from G. Batsche
Intensive Instruction: Tier III
Who: Students needing Intensive support in addition to
Supplemental and Core instruction
(approx. 5% of students)
What: Evidence-based programs and practices
demonstrated to improve performance
Effectiveness: If there is progress toward performance in
Core standards
Slide adapted from G. Batsche
12
Layering of Support
Intensive Support
Supplemental Support
Differentiated Core
13
Total School Improvement Model
• Problem-solving for all students
• Setting goals for groups of students and individual
students
• Maximizing curriculum to meet needs of all
students
14
What Are Our Beliefs?
What are the characteristics/ qualities of a great
school?
• For 2 minutes, work alone to write each
characteristic or quality on its own sticky note.
• Find an eyeball partner and share.
15
Defining, Analyzing and Monitoring
Tier I
Core: Tier 1
Who: All students are in Tier 1 (Core)
What: Evidence-based programs and practices
demonstrated to produce good outcomes for the majority
of students
Effectiveness: If at least 80% of all students in all
subgroups are meeting benchmarks in Core
(with no additional support)
17
Define Core
Strategies
Materials
Standards
Assessment
Mapping
Core
Curricular Materials
Instructional
Strategies
Aligned with State
Standards
Aligned with State
Standards
Aligned with
Student Needs
Aligned with
Student Needs
Evidenced-Based
Evidenced-Based
Aligned with School
Resources
Aligned with School
Resources
Curricular Materials
Instructional
Strategies
Aligned with State
Standards
Aligned with State
Standards
Aligned with
Student Needs
Aligned with
Student Needs
Evidenced-Based
Evidenced-Based
Aligned with School
Resources
Aligned with School
Resources
Alignment (Students’ Needs)
• What do the data tell you?
– Culturally responsive
– Language acquisition
– Academic strengths & weaknesses
• What about vertical alignment?
Curricular Materials
Instructional
Strategies
Aligned with State
Standards
Aligned with State
Standards
Aligned with
Student Needs
Aligned with
Student Needs
Evidenced-Based
Evidenced-Based
Aligned with School
Resources
Aligned with School
Resources
“Without good first
teaching*, supplemental
intervention doesn’t have a
chance.” a special educator
* High quality core instruction
Curricular Materials
Instructional
Strategies
Aligned with State
Standards
Aligned with State
Standards
Aligned with
Student Needs
Aligned with
Student Needs
Evidenced-Based
Evidenced-Based
Aligned with School
Resources
Aligned with School
Resources
Alignment with Available Resources
•
•
•
•
•
Student/Teacher Ratio?
Cost?
Time?
Teacher skill set?
Professional development?
Common Findings
• Not all in agreement of common practices
• Staff members missing training component(s)
• Lack of fidelity with ensuring core is being
addressed
• A lot of resources available, but not always
connected/aligned
Framing Issues and Key
Concepts
Academic Engaged Time
(AET) is the best predictor of
student achievement
– 330 minutes in a day, 1650
in a week and 56,700 in a
year
– This is the “currency” of
instruction/intervention
– It’s what we have to spend
on students
MOST students who are
behind will respond positively
to additional CORE
instruction.
– Schools have more staff
qualified to deliver core
instruction than specialized
instruction.
– Issue is how to schedule in
such a way as to provide
more exposure to core.
– How we use it determines
student outcomes.
Slide created by G. Batsche
Partner Talk
• Discuss amount of time for core instruction
for all students
– Do students have enough time receiving core
instruction?
– Do all students receive core instruction?
Analyzing and Monitoring Tier I
Identify
Problems
Evaluate
and
Revise
Plan
Develop
and
Implement
Action
Plan
Develop
Hypothesis
Discuss
and Select
Solutions
Implementation Gap
RESEARCH
IMPLEMENTATION
PRACTICE
“Students cannot benefit from intervention they do not
experience”
Bottom Line
only way the needle moves is
through an integrated, schoolwide approach in which
everyone owns part of the
problem and believes big changes in
The
achievement can happen.
Don Deshler
NC CLC Symposium February 2013
Defining A Continuum of Supports:
Core
A Model of Two Systems
Asheville City Schools
Liz Massey
Anne Hardy
Guilford County Schools
Dr. Whitney Oakley
Susan Laney
Asheville City Schools
It All Starts With Core
Life Before The Change
•
•
•
•
Difficult to answer the question “what tools and
procedures do we use to teach children to read?”
Lack of guaranteed curriculum within and between
schools and grade levels.
Need for transparency with data, particularly regarding
subgroups.
Curriculum gaps, particularly related to Foundational
Reading Skills.
Why Did We Change?
Building Shared Vision and Attitudes:
Analysis by P. Perrotta
● System wide trend data provides evidence that the ACS CORE Literacy Model
does not meet acceptable standard after the first 4 years (Kindergarten-3rd)
● We must be willing to measure the effectiveness of the ACS Core Literacy Model
through the analysis of subgroup performance data.
● We must reject the notion that low performance of some student subgroups ( 2 or 3x
below other subgroups) in reading is because of socio-economic status, or home
environment.
● It is imperative that district level staff and funds support and emphasize
changes to the Literacy Model that will get different results than those over the
past 5 years.
● The greatest area of need for students and teachers is in the area of
Foundational Skills
Implementation Plan
•
•
•
•
•
•
Timeframes & Clarification: Provide a DEFINED ELA core curriculum vs.
weekly timeframes
Collaborative Process: involving all K-5 teachers, stipends for
coach/teacher work days over the summer, and system wide plan for
implementation for 2013-14
New ELA Coach Model: effective January 2014
Wilson Fundations added as new component to Core ELA at K-2 in all
elementary schools (address Foundational Skills/Phonics in Core)
Use Data: mClass/MAP and other assessment data to guide
instruction/improvement
Professional Development Alignment: Core Curriculum Training, Studio
Structures for Change
•
Establish a Coaching Model
o Clear definition of roles
o Consistent coach job responsibilities
o Coaching for all teachers
•
Define and Improve Core
o Guaranteed baseline of instruction for all students
o Involve all stakeholders
o Focused on teacher leadership
•
Implement Fidelity Measures
o
o
o
o
Establish and communicate clear and specific purpose
Literacy coaches “dip their toes in”
Opportunities for teachers to use
Communicate implementation schedule
Establishing a Coaching Model
I. K-5 Organizational Structures
•
•
•
Theme: partnering and collaborating with elementary schools to
build continuity and support teachers with best instructional
practices to improve student outcomes
(NEW, January 2014) Instructional Coach Model Handbook
o Includes intentional partnering with Instructional Technology
Facilitators and School Library Media Coordinators
•
•
(NEW, August 2013) ELA Coach Structure with School-based
ELA Coaches partnering with district coach
(NEW, August 2013) Math Teacher Leader Structure with 2
representatives from each elementary school partnering with
district coach
Establishing the ACS Instructional Coach
Model Objectives
•
to support the implementation of a defined local core curriculum
to improve learning outcomes for students
•
to bring coherence to the roles and duties of staff
•
to assist teachers by demonstration and modeling
•
to provide feedback through coaching
•
to assure ongoing and extensive professional development
•
to develop a strong team and model between central services
and elementary schools that embraces continuous improvement
initiatives (i.e. Responsiveness to Instruction, Professional
Coaching Continuum
Sustainability with the Coaching
Model
•
Based primarily on roles, not individuals
•
Renewable funding source
•
Evaluated regularly with an eye towards
continuous improvement
http://www.fromthemixedupfiles.com/tag/book-clubs/
Define and Improve Core
Values & Action Steps
•
•
•
•
The effectiveness of our local K-5 ELA core curriculum will be
measured by student data including subgroup data.
Therefore, we have Defined a guaranteed core curriculum for all
ACS elementary students.
We will use Fidelity Measures - for each defined component of
our core ELA curriculum to improve the delivery instruction – not
as a gotcha!
We want comfort and transparency with how we teach students to read (Core
ELA) – a good thing for all of us to share with our parents and community!
Define and Improve Core1st Grade Core English Language Arts
Planning for Sustainability
Staff Development and Support
•
•
•
•
Applying Implementation Science to
Curriculum Adoption
o Wilson Fundations
Studio Lessons
o allow teachers the opportunity to watch colleagues present a lesson and
have conversation with peers regarding instructional practices
Core Curriculum Trainings
o provide detailed information on implementing the core curriculum
components including Guided Reading, Reading Workshop, Fundations,
Words Their Way, Writing Workshop etc.
Professional Paideia Sessions
o teacher centered and focused on direct application to classroom practice
http://teachingmyfriends.blogspot.com/2012/03/teacher-observations.html
Implement Fidelity Measures
Implement Fidelity Measures
Impact on RtI
Focus on Core instruction is increased - added documentation of Core
effectiveness to Tier I Problem Solving Plan
Where are we now and next steps
IT ALL STARTS WITH THE CORE:
BUILDING AN RTI FRAMEWORK
Dr. Whitney Oakley, Executive Director of PreK-5 Curriculum and Instruction
Guilford County Schools
Susan Laney, RtI Coordinator
Guilford County Schools
RtI in Guilford County Schools
Where we
were…
Where we are…
• 2 schools in DPI RtI Pilot Study
• District-wide universal screening in reading since 2008
• RtI team training for schools in 2009 - 2011
• Implementing district changes and support for pieces of core
instruction
• Equipping PLCs to direct Tier II
• Transitioning intervention support team to Tier III team
• Aligning academic and behavior efforts
• Go slow to go fast!
Where we are
going…
• Providing core instruction to meet the needs of most students,
including subgroups
• Layering intervention programming connected to core
instruction
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Guilford County Schools – Strategic Plan 2016
Literacy Strategy 1.28 – Give teachers high quality
resources and a standardized, specific plan to teach
reading.
• Explore research-based, standardized reading
programs
• Improve the quality of instruction in the literacy
block
• Increase student achievement and decrease the
percentage of students who need intensive
intervention
Early Intervention Strategy 1.33 – Provide high quality,
research-based interventions for students.
• Provide a multi-tiered system of supports that
ensures student receive effective and timely
interventions
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
GCS Historical Early Literacy Data
First Grade
Middle of Year Comparison
DIBELS Composite Score (assessed using mCLASS)
2008-09
DIBELS 6th Edition
•
Regular analysis of kindergarten through third grade Reading 3D assessment
data reveals that current instruction has not aligned with early literacy
benchmarks. Result has been a loss of students in each grade level each year
who are prepared for life-long reading proficiency. District trends remain
unchanged from 2008 to present.
Performance at proficient level or higher on End of Grade reading assessments
(grades 3-8) at 68.1 percent.
DIBELS
Next
•
2009-10
2010-11
2011-12
2012-13
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
At or Above Benchmark
Below Benchmark
Well Below Benchmark
GCS Historical Early Literacy Data
Phonemic Awareness (PSF)
2008-09
2009-10
2010-11
2011-12
Basic Phonics (NWF)
2008-09
2009-10
2010-11
2011-12
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Beginning GCS Literacy Changes (2012-13)
Principal
training
• Elementary Principal meetings shifted from “information
dumping” to work sessions
• Equipped principals with knowledge to be instructional leaders
in literacy
• Identified direct links between assessment, classroom
instruction, RtI
• Selected programming to start systematic core instruction
November
Alignment of DIBELS
measures & Basic
Early Literacy Skills
January
Basic Early
Literacy Skills in
Model Instruction
December
Defined Basic
Early Literacy
Skills & linked to
CCSS RF Strand
March
• Instructional
changes in
response to data
• Link to RtI
February
Basic Early Literacy
Skills instruction in
GCS Schools
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
GCS Literacy Changes K-8 (2013-14)
Adjustments to Core (Tier I Changes)
Adjustments to Intervention (Tier II Changes)
Instructional
Changes
Professional
Development
Measuring
Progress
New K-8 instruction and programs in the area of word study
• K-3 Fundations
• 4-5 Words Their Way
• 6-8 Just Words
• Summer 2013, teachers received professional development
and materials in new instruction and programs
• Curriculum Facilitators received word study training during the
summer institute
• Principals and Curriculum Facilitators receive ongoing
professional development targeting effective implementation
• Assessments for all students to measure growth over time
• K-3 Reading 3D (Reading)
• 6-8 AIMSweb (Reading and Math)
• Principals and Curriculum Facilitators analyze data through
facilitated sessions at key points during the school year to
determine effectiveness
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
GCS Instructional Changes
Shifting from Instructional Recommendations…
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
GCS Instructional Changes
… to providing Instructional Resources
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Literacy Changes– Support Plan (2013-14)
Academic Services;
• 3-4 times yearly data work sessions
District Staff
C & I Staff
• Increasing capacity through:
• Fundations facilitator certification
• NC Reading Foundations trainer certification
Principals
• 4 times yearly data work sessions including:
• goal setting for grade levels
• core instruction adjustments
• identifying students and strategies for intervention
Curriculum
Facilitators
• Monthly CF PLCs
• Focus on coaching, data, supporting instructional changes
Teachers
• Data focused PLCs following assessment windows
• Model lessons from Wilson trainers to model explicit word
study instruction
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
K – 3 Literacy Changes– Fundations Program
Instructional
Changes
Fundations (Word Study instruction, 30 minutes daily)
• 2013 – 14 – Kindergarten through Second Grade
• 2014 – 15 – Kindergarten through Third Grade
Core instruction
• Daily instruction word study instruction for K-3 students (by
2014-15)
Supplemental
Instruction
• Additional supplemental instruction for struggling learners 3
times a week (by 2015-16)
Professional
Development
• All K-2 teachers (approximately 1,000 teachers) trained and
received materials summer 2013
• Coaching provided by Wilson (publisher) at 1 school per region
• 12 internal Fundations Facilitators (existing positions)
• Additional coaching days at 30 schools
Measuring
Progress
• Initial implementation measured by walkthrough checklists,
implementation checklists
• Student progress documented on unit tests
• After initial implementation, growth in 2014 MOY Reading 3D
data
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
K – 3 Literacy Changes– Fundations Program
What is Fundations?
•Fundations is a word study and spelling
program for kindergarten through third
grade students.
•Fundations addresses the Foundational
Reading Skills Strand of CCSS.
•Fundations is the curriculum for one
component (30 to 35 minutes) of the daily
GCS balanced literacy block (120 minutes).
•Fundations includes mastery assessments
after each unit.
•Each K – 2 teacher received a teacher kit.
• Teacher kit contains teacher manual,
posters, letter cards, teacher cue cards
•Students use the student materials each
day.
• Student materials include dry erase
board, magnetic letter journal,
composition notebook
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Fourth and Fifth Grade Literacy Changes
Instructional
Changes
Words Their Way (Word Study Instruction, 30 minutes daily)
Professional
Development
• All 4-5 teachers (approximately 500 teachers) trained and
received materials between June 18 and August 22
• Coaching provided by GCS ELA Specialists to School Curriculum
Facilitators
Measuring
Progress
• Initial implementation measured by walkthrough checklists,
implementation checklists
• After initial implementation, growth expected in DIBELS data,
Reading levels, EOG reading proficiency
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Fourth and Fifth Grade Literacy Changes
What is Words Their Way?
-dge
-ge
•Words Their Way is a word study and spelling program
utilized for fourth and fifth grade students.
•Addresses the Foundational Reading Skills Strand of CCSS
•Words Their Way is the curriculum for one component (30
minutes) of the daily GCS balanced literacy block (120
minutes).
•Each 4 – 5 teacher received a text book and instructional
support manuals.
•Provides small group, differentiated instruction based on a
developmental spelling inventory
•Provides instruction exactly where students are “using but
confusing” spelling features and word parts
•Allows for active manipulation of words in order to explore
general spelling patterns and spelling/meaning connections
•Example sort of when to spell a word with –dge (after a
short vowel sound) versus when to spell a word with –
ge (after a long vowel sound)
edge
age
badge
stage
ridge
rage
fudge
cage
judge
huge
lodge
bridge
ledge
dodge
hedge
pledge
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
K – 5 Literacy Assessment – Universal Screening/ Reading Levels
Assessment Tool
• Administration trainings
Teacher Training
• In person training
• Online modules
• Training to utilize data at the school level
• Sessions 4 times a year with principal and curriculum
facilitators
Using Data to
• Training to utilize data at the classroom level
Drive Instruction
• Summer training and optional sessions for curriculum
facilitators
• District trainers attend school PLCs upon request
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Support for K - 5 administrators (Fall 2013)
Using Data to
Drive Instruction
• Training to utilize data at the school level
• Sessions 4 times a year with principal and curriculum
facilitators
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Support for K - 5 administrators (Winter/Spring 2013/14)
Using Data to
Drive Instruction
• Training to utilize data at the school level
• Sessions 4 times a year with principal and curriculum
facilitators
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
6th – 8th Grade Literacy Changes
Instructional
Changes
Just Words
• Curriculum for reading intervention, 45 minutes daily, 90
students per school)
• Just Words is the replacement for Read 180
• A replacement for Read 180 was required when 3 years of
End of Grade test results did not demonstrate significant
growth for students in the Read 180 classes.
Professional
Development
• Reading Lab teachers (20 teachers) trained and received
teacher/student materials
Ongoing
Professional
Development
• Coaching from Wilson
• Quarterly teacher meetings
Measuring
Progress
• Initial implementation measured by walkthrough checklists,
implementation checklists
• Student progress documented on unit tests
• Growth expected in AIMSweb data
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
6 – 8 Literacy Changes – Just Words Program
What is Just Words?
•Just Words provides a curriculum for the study of
word structure through the six syllable types in English
and the most common Latin roots.
•Just Words is a word-level intervention program with
a highly explicit and systematic focus on the study of
word structure.
•Just Words is for students who have mild to moderate
gaps in their decoding and spelling proficiency
•Just Words is the curriculum for reading intervention
in middle schools.
•Each middle school reading intervention teacher
received a teacher kit and student kits
•Teacher kit contains teacher manual,
instructional materials, interactive whiteboard
capability
•Student kit contains dry erase tablet, magnetic
journal with letter tiles, student composition book
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
6 – 8 Universal Screening– AIMSweb (Reading and Math)
Assessment Tool
Teacher Training
• Administration trainings
• AIMSweb training for 2 staff members
Using Data to
Drive Instruction
• Training to utilize data at the school level
• Sessions 2 times a year with principal and curriculum
facilitators
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
Next Steps
K-3
Systematic Intervention including Fundations double dose
4-5
Systematic Intervention including Just Words
6-8
Systematic structures to core instruction
• Keys to Literacy – Writing Routine
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2