Federal Accountability Focus
Schools:
Developing a Growth Mindset
https://todaysmeet.com/region10focus2
Agenda for the Day
• School improvement process
– Implement and Monitor
• Intervention Framework
– Elementary / Secondary intervention
• Intervention
– Components of intervention
• Implement and Monitor
– Documenting
Are you on track to meet the
ANNUAL GOAL?
1
Describe the type of data used
.2 to determine if the goal will or
will not be met.
. What, if any, adjustments must
3 be made in order to meet the
ANNUAL GOAL?
HANDOUT
INTERV ENT ION
Steps to achieve
quarterly goal
Specific actions for
implementation
INTERVENTION FRAMEWORK FOR
STAAR SUCCESS
Where to Find the Results
• www.region10.org/intervention/index
• Find Elementary Interventions Framework
• Secondary Interventions Framework
• Elementary and Secondary Checklists
What did we do?
1. We studied the research.
2. We reviewed the requirements.
3. We brought in focus groups.
4. We designed an intervention framework.
5. We developed an administrators’ checklist.
1. We did our homework!
(i.e. studied the research)
Secondary Interventions
Good News
Not So Good News
• New research/
publications
• Limited research
• Focus is shifting to
secondary
• Focus is still at the
elementary level
currently
• Creative scheduling is
being explored
• Difficult to schedule
• It can make a difference
• It takes time…in some
cases LOTS of time!
Two Approaches
Think of it
like Triage
or ICU
•Short Term
Interventions
Think of
it like
Rehab
•Long Term
Interventions
Short Term Interventions
That Work
Direct, Explicit Instruction in…
– Accessing difficult, multisyllabic words
– Navigating Complex Text
– Dealing with Stamina and Persistence
– Understanding the Question
Long Term Interventions
That Work
Focused Instruction in/with…
– Active/Close Reading
– Differentiation/Grouping
– Prerequisite Skills (to access more difficult
concepts)
– Reorganization of Instruction
3. We brought in focus groups!
Focus Group Process
– Convened focus groups after EOC results in order to
determine practical and best practices for intervening
with retesters and especially multiple retesters
– Divided into Groups:
• Affective Support
• Curriculum for Interventions vs. Training for
Interventionists
• Assessment and Progress Monitoring
• Scheduling and Funding
• Resources and grouping
4. We designed an Intervention
Framework.
STAGES OF INTERVENTION FOR STAAR SUCCESS: DESIGN & DELIVERY
Core Program
Classroom Embedded Interventions
Formalized Intervention Settings
Defining Characteristics
Core Program
In this stage, the overall
core or base program is
upgraded to be in full
alignment with STAAR
expectations so that every
child has a better chance at
success. While technically
not an intervention,
thoughtful changes at this
level are critical.
Guaranteed and Viable Curriculum:
• Cognitive Rigor
• Aligned Curriculum, Instruction, Assessment
• High-Yield Strategies across Content Areas
Comprehensive Data and Assessment Program:
• Formative/Summative
• Curriculum-Based
• Screeners
Purposeful Professional Development in ResearchBased Instructional Strategies
Supporting Elements
• TEKS Analysis
• Curriculum Monitoring
• Quality Instructional Resources
• Professional Learning Communities (PLCs)
• Student Resiliency Development
• College and Career Readiness
• Coherent Course Sequence
• Counselor Support/Training
• Parent Communication
Defining Characteristics
Guaranteed and Viable Curriculum:
• Cognitive Rigor
• Aligned Curriculum, Instruction, Assessment
• High-Yield Strategies across Content Areas
Comprehensive Data and Assessment Program:
• Formative/Summative
• Curriculum-Based
• Screeners
Purposeful Professional Development in Research-Based
Instructional Strategies
Supporting Elements
• TEKS Analysis
• Curriculum Monitoring
• Quality Instructional Resources
• Professional Learning Communities (PLCs)
• Student Resiliency Development
• College and Career Readiness
• Coherent Course Sequence
• Counselor Support/Training
• Parent Communication
TAIS Connection
DATA ANALYSIS/ NEEDS
ASSESSMENT
Defining Characteristics
Classroom
Embedded
Interventions
Data-Driven Instruction:
• Identification of Skill Deficits
• Identification of Content Deficits
• Differentiated Grouping or Centers
In this stage, teachers use
small grouping as a strategy
to meet the needs of
students who have either
exhibited difficulties with
STAAR success in the
previous year or during the
present course with
formative or curriculumbased assessments.
Purposeful Professional Development in ResearchBased Differentiation Strategies
Culture of Accountability:
• Preteach/Reteach
• Retest/Redo
Supporting Elements
• TEKS Remediation
• Focus on Instructional Priorities
• Quality Differentiated Resources
• Blended or Flipped Instructional Practices
• Mentoring/Student Support Teams
• Diagnostics and Support for Test-Taking
• Proactive Parent Involvement
Defining Characteristics
Data-Driven Instruction:
• Identification of Skill Deficits
• Identification of Content Deficits
• Differentiated Grouping or Centers
Culture of Accountability:
• Preteach/Reteach
• Retest/Redo
Purposeful Professional Development in Research-Based
Differentiation Strategies
Supporting Elements
• TEKS Remediation
• Focus on Instructional Priorities
• Quality Differentiated Resources
• Blended or Flipped Instructional Practices
• Mentoring/Student Support Teams
• Diagnostics and Support for Test-Taking
• Proactive Parent Involvement
TAIS Connection
IMPROVEMENT PLANNING
PROCESS
Defining Characteristics
Formalized
Intervention
Settings
In this stage, students are
assigned to formal
intervention settings with
trained interventionists for
the purpose of increasing
time for acceleration or
remediation, especially as
they relate to STAAR
retesters.
Data-Driven Placement Procedures
Intensive and Individualized Diagnostics
Designated Funding
Strategic Scheduling
Both Instructional and Affective Support
Purposeful Professional Development in Intensive
Intervention Strategies
Supporting Elements
• Urgent, TEKS-Based Priorities
• Quality Online Resources
• Recruitment and Policies for Attendance
• Measures for Addressing Mobility of Students
• Formal Case Management Including Graduation
Plan Review
• Parent Engagement
Defining Characteristics
Data-Driven Placement Procedures
Intensive and Individualized Diagnostics
Designated Funding
Strategic Scheduling
Both Instructional and Affective Support
Purposeful Professional Development in Intensive
Intervention Strategies
Supporting Elements
• Urgent, TEKS-Based Priorities
• Quality Online Resources
• Recruitment and Policies for Attendance
• Measures for Addressing Mobility of Students
• Formal Case Management Including
Graduation Plan Review
• Parent Engagement
ELEMENTARY INTERVENTION
FRAMEWORK FOR STAAR SUCCESS
SECONDARY INTERVENTION
FRAMEWORK FOR STAAR SUCCESS
Action Steps
INTERVENTIONS
Intervention
• Write down your personal definition of
intervention.
• As a group, create one definition of
intervention.
So, what exactly IS intervention?
An intervention is the act of inserting one thing
between others. Usually an intervention is intended
to make things better.
Intervention comes from the Latin intervenire,
meaning "to come between, interrupt.“
Taken from Vocabulary.com
RE-TEACHING
Re-Teaching: Components
• In order for re-teaching to be effective the following
must be occur:
– Assessment
• Formal or Informal
– Data Analysis
– Plan of Action
• Environment
• Strategies
– Post Assessment
Re-Teaching: Components
• When re-teaching is needed, teachers should:
– Deconstruct the standard by breaking it down into progressive
learning targets.
– Understand exactly where the student currently is on that
progression.
– Know what steps are needed next for that student to continue
toward meeting the grade level standards.
– Clearly communicate the learning targets in student-friendly
terms with the student.
– Encourage the student to set goals for themselves as they are
learning to develop self-efficacy.
RE-TEACHING: WHEN SHOULD I?
Re-Teaching: When?
• Re-teaching typically occurs in two situations:
– Introducing new content in a lesson
– Reviewing previously taught content that students
need for an upcoming lesson.
Re-Teaching: When?
• How Do I Continuously Monitor Their Levels?
– Periodically ask students to use various hand signals
to assess understanding.
• I.E. Thumbs up means they understand the new content.
Thumbs down means they don't understand. Thumbs held
horizontal means they understand some parts and are
confused regarding others.
– Questions asked should address key aspects of the
new content; an incorrect response would indicate
severe misunderstanding.
Re-Teaching
• One strategy that greatly facilitates re-teaching is to present the content in
small increments (chunking).
• A teacher presenting new content about the human skeletal system might
present a few selected characteristics and then allow students time to
process this new information by having them ask questions or summarize
what it means.
• He or she would then present a few more characteristics, and so on. After
exposing students to each small chunk of information, the teacher can ask
students to rate their confidence in their understanding or ask them
questions to verify their understanding.
• If confusion, errors, or misconceptions surface, the teacher would
immediately re-address the content. In many cases, re-teaching might
simply involve providing alternative examples or explanations.
Activity: Data Analysis
3rd Grade Science CA 3 Summary
Updated: July 1, 2013
SE
CA 3
First Name
Last Name
ID
Total
7.5B
7.6A
7.14A
#
92
84
30
Ariel
Mermaid
987654
60
Arthur
Stone
10782
59
90
86
30
789456
66
85
80
30
72
84
30
Baloo
Bear
Bella
Beast
788104
46
Bugs
Bunny
123654
82
83
90
30
Captain
Phoebus
310988
95
98
96
30
Cheshire
Cat
600301
90
53
90
30
Chicken
Little
561324
21
10
78
30
Daffy
Duck
231654
77
60
80
30
54
59
89
30
81
66
80
30
88
30
Donald
Duck
Duck
Daisy
654321
980654
Eddie
Valiant
455789
83
46
Frank
Lumier
312987
19
80
91
30
Gaston
Handsome
320165
91
75
85
30
Jafar
Wizard
943067
65
77
80
30
Mad
Hatter
441033
97
96
98
30
Maleficent
Queen
996321
75
81
87
30
Mickey
Mouse
123456
80
64
82
30
Mulan
Warrior
741032
43
84
89
30
Mushu
Guardian
651320
71
79
82
30
Porky
Pig
897651
85
81
84
30
Roger
Rabbit
310004
60
85
87
30
80
30
Simba
King
303699
71
60
Tiana
Princess
655412
84
59
87
30
88
66
91
30
89
46
98
30
Wreck-It
Yosemite
Ralph
Sam
102354
147963
Key:
80+
60-79
1-59
TEKS: 3rd Grade Science
•
(7) Earth and space. The student knows that Earth consists of natural resources and its surface is
constantly changing. The student is expected to:
– (A) explore and record how soils are formed by weathering of rock and the decomposition of
plant and animal remains;
– (B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and
landslides;
– (C) identify and compare different landforms, including mountains, hills, valleys, and plains;
and
– (D) explore the characteristics of natural resources that make them useful in products and
materials such as clothing and furniture and how resources may be conserved.
TEKS: 3rd Grade Science
•
(8) Earth and space. The student knows there are recognizable patterns in the natural world
and among objects in the sky. The student is expected to:
– (A) observe, measure, record, and compare day-to-day weather changes in different
locations at the same time that include air temperature, wind direction, and precipitation;
– (B) describe and illustrate the Sun as a star composed of gases that provides light and
heat energy for the water cycle;
– (C) construct models that demonstrate the relationship of the Sun, Earth, and Moon,
including orbits and positions; and
– (D) identify the planets in Earth's solar system and their position in relation to the Sun.
TEKS: 3rd Grade Science
•
(9) Organisms and environments. The student knows that organisms have characteristics that
help them survive and can describe patterns, cycles, systems, and relationships within the
environments. The student is expected to:
– (A) observe and describe the physical characteristics of environments and how they
support populations and communities within an ecosystem;
– (B) identify and describe the flow of energy in a food chain and predict how changes in a
food chain affect the ecosystem such as removal of frogs from a pond or bees from a
field; and
– (C) describe environmental changes such as floods
RE-TEACHING: WHAT DOES IT LOOK LIKE?
Re-Teaching: Appearance
• When planning re-teaching activities, teachers
should consider:
•
•
•
•
•
Teacher presentation style
Student learning styles
Multimedia presentations
Multiple intelligences
Multi-sensory approaches, such as Visual, Auditory or
Kinesthetic
Re-Teaching: Appearance
• The re-teaching lesson looks a general lesson plan.
• Scaffold Steps of Student Practice
• Controlled Practice
• Coached Practice
• Independent Practice
Re-Teaching
Creating
Personalized
Learning
Time
Developing
Concept
Attainment
Customizing
the Learning
Groups
Learning the
Language of
the Standard
Effective
Teaching
Practices
Scaffolding
the Learning
Doty, 2008, p. 111
Re-Teaching: Examples
•
Re-Teaching Activities May Include:
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
descriptive feedback on original task/assessment
student examples of expectations
modeling
student self assessments
new tasks assigned by teacher
manipulatives
presenting the information again in a different way
review sessions
graphic organizers
small-group instruction
practice activities
computer tutorials / programs
picture associations
peer tutoring
breaking down concept into smaller components
games and hands-on activities
parent involvement
cooperative learning
using “Tracking My Progress” graphs
(Marzano, 2007)
RE-TEACHING: HOW LONG SHOULD A
RE-TEACHING LESSON LAST?
Re-Teaching: Poll Time
How Long Should A Re-Teaching Lesson Last?
4
3.5
3
2.5
2
1.5
1
0.5
0
5 Minutes 10 Minutes 15 Minutes 20 Minutes 30 Minutes
Re-Teaching: Summary
• For re-teaching to be effective, however,
teachers must use a different approach from
the one they initially used.
• It should build on previous activities but focus
on the omissions or errors in student thinking
that resulted from these activities.
RE-ASSESSING
Re-Assessing
• After re-teaching occurs, re-assessment
opportunities should be offered for the student
to demonstrate their learning and understanding.
• Re-assessments may be different from the
original assessments to provide students different
ways to demonstrate their understanding (i.e.,
oral explanations, graphic organizers, pictures,
etc).
Re-Assessing: What Is It?
• The term formative evaluation was first used in
1967 by Michael Scriven to describe the role that
evaluation could play “in the on-going
improvement of the curriculum” (William, 2011,
p. 33).
Re-Assessing: What Is It?
• Leahy, Lyon, Thompson, & William (2005) stated that there is a need
for five key strategies:
– Clarifying, sharing, and understanding learning intentions and criteria for
success.
– Engineering effective classroom discussions, activities, and learning tasks that
elicit evidence of learning.
– Providing feedback that moves learning forward.
– Activating learners as instructional resources for one another.
– Activating learners as the owners of their own learning.
(William, 2011, p. 46)
Re-Assessing: Types of Questions?
• Types of Questions:
– Discussion
• Should lead to fruitful discussion.
• Must have at least 20 minutes for the class discussion.
– Diagnostic
• Based on the thought process that students do not know something
when they do.
• This type of questioning must be asked in a way that it is very unlikely
that the students gets the correct answer for the wrong reason.
Re-Assessing: Types of Assessments?
• Evaluative and Interpretive Listening
– When teachers listen to student responses, many focus more on the
correctness of the answers than what they can learn about the
student’s understanding.
– This type of evaluative listening was coined by Brent Davis in1997.
– This type of teacher only listen to their students’ answers to learn if
the student know what they want them to know.
– Interpretive Listening is when teachers realize how to teach
something better based on what the student is saying.
RE-ASSESSING: EXAMPLES
Re-Assessing: Question Shells
Is a square a
trapezoid?
Why is a square a
trapezoid?
metal?
Why is carbon not
a metal?
Is etre a regular
verb?
Why is etre an
irregular verb?
Is carbon a
Re-Assessing: Questions Reframes in Terms of Contrasts
What is a prime number?
What was life under
apartheid like?
Is a bat a mammal?
Why is 17 prime and 15
not?
How were the lives of
blacks and whites different
under apartheid?
Why is a bat a mammal
and a penguin not?
Assessment Probes
uncover
understandings
concepts
misunderstandings
procedures
common errors
that can inform
misconceptions/
overgeneralizations
INTERVENTION GALLERY WALK
Documenting: What is
Documented?
Documenting
• What is documented?
• What is the purpose of documenting?
• What are the benefits of documentation?
• What are fidelity observations?
Documenting: What is Documented?
Documentation must describe all of the variables that led to the
ultimate solution of the problem.
Types of data should include:
• Student access to curriculum.
• Delivery of instruction
• Learning environment
• Student information
• Alignment of data with team problem solving.
Ogonsky, 2011
Documenting: What is Documented?
• Document the problems concisely and in quantifiable
terms.
• Universal screening data.
• Copies of student products and assessments
• Types of instructional adjustments being implemented
in the classroom.
• Assessment data.
Ogonsky, 2011
Documenting: What Is The Purpose of It??
• The purpose of documenting is to identify areas
of concern in a student’s education.
• Data collection, or documentation, should occur
naturally and be on-going.
• Effective documentation provides a snapshot of
the student’s educational journey from his/her
initial entry into education until high school
graduation.
Documenting: What Are The Benefits of It?
Documentation should describe:
• Targeted areas of intervention.
• The staff member performing the interventions.
• Intensity of the interventions being implemented.
• Individual assessments being used.
• Length of intervention period.
Documenting: Fidelity Observations
Documentations of fidelity should focus on four
distinct areas:
• Core Curriculum and Instruction
• Assessments
• Interventions
• Team Process
Ogonsky, 2011
Documenting: Steps for Fidelity
Intervention Implementation Form
Should Include:
• Date when student received intervention.
• Time when student received intervention.
• Strategies implemented during the intervention.
• Targeted skills of the intervention.
Ogonsky, 2011
Documenting: Steps for Fidelity
Team Process Implementation
Should Include:
• Strategies and checklists for the implementation and
documentation of the intervention process on the campus.
• Staff should be trained on how to analyze their data.
• A summative assessment of the team problem-solving
process should occur (analysis of impact).
Ogonsky, 2011
Implementation: Documentation Checklist
• Now that we have reviewed what is documented, the purpose
of documenting, the benefits of documenting and
documentation fidelity, as a group develop a documentation
checklist form.
• This form should include a checklist of every piece of
documentation that a classroom teacher would need to have if
he/she were to meet with a parent, administrator, or team for
possible referral for testing of special education services.
MONITORING
Monitoring: What Are The Benefits?
• According to the National Center on Student Progress Monitoring the
benefits of progress monitoring include:
• Increased learning, because instructional decisions are based on student
data.
• Improved information about students who are on target to meet
accountability standards.
• Increased information to improve communication about students’ progress
with family members and other professionals.
• Higher expectations for low-achieving students.
Reed, Wexler, & Vaughn, 2012, p. 22
Monitoring: Why Use It?
• To track students’ learning.
• To determine students who need further instruction or
intervention.
• To arrange grouping structures so that students have more
opportunities to learn from peers and the teacher.
• To design instruction that meets individual students’ needs.
• To identify students who need additional interventions [in
reading].
Reed, Wexler, & Vaughn, 2012, p. 22
Progress Monitoring: How Is It Done?
• Assess all students periodically on what you are teaching,
and provide additional instruction to students who are
behind level.
• Use local assessments to identify students who need extra
help and to create goals for learning.
• Once you determine which students require extra help, you
can plan appropriate instruction or identify students who
need intervention in addition to classroom learning.
• Assess progress by grade level expectation with actual
student progress.
Reed, Wexler, & Vaughn, 2012, p. 22
Progress Monitoring: Features of Effective
Instruction for Intervention Classes
• Communicate clear expectations.
• Model expectations with overt demonstrations of thoughts and
actions.
• Break the task into small steps, and provide feedback after each step.
• Gradually increase the number of steps of the length of work
completed between feedback periods.
• Offer feedback that specifically identifies what to continue and
what to change.
• Provide many opportunities for students to discuss their
developing understanding.
Reed, Wexler, & Vaughn, 2012, p. 102
Progress Monitoring: Features of Effective
Instruction for Intervention Classes
Plan for follow-up instruction.
• Teach self-monitoring and fix-up strategies.
• Supplement background knowledge
• Provide real-world applications
Reed, Wexler, & Vaughn, 2012, p. 102
Progress Monitoring: Features of Effective
Instruction for Intervention Classes
Incorporate student engagement.
• Offer some choice in materials, activities, and/or products.
Provide distributed practice.
Differentiate instruction by:
• Utilizing different groupings of students.
• Making the curriculum appropriately challenging across ability
levels.
Adjust the pacing of instruction.
Redirect off-task behavior to maximize engaged time on task.
Reed, Wexler, & Vaughn, 2012, p. 102
Progress Monitoring: Features of Effective
Instruction for Intervention Classes
Teach students the “big ideas” and/or key concepts that you want them
to learn, and provide multiple opportunities to apply them.
Provide immediate instructional feedback, with the following
characteristics:
• It is task-specific.
• It leads to self-regulated correction.
• It contains a clear and explicit indication of goals.
Build students’ motivation and engagement.
Use ongoing assessment.
Reed, Wexler, & Vaughn, 2012, p. 102
Progress of Student A and Student B
Comprehension Questions Answered
Correctly
70
60
What Can You
Deduce?
50
40
Student A
30
Student B
20
10
0
1-Sep
8-Sep
15Sep
22Sep
29Sep
Progress Monitoring: Final Thoughts
• Overall, progress monitoring assessments should
be sensitive enough to detect improvements over
short periods of time, yet quick and easy to
administer and interpret.
• Without those components, the measure are not
very practical for making instructional decisions.
Reed, Wexler, & Vaughn, 2012, p. 112
TAIS Connection
IMPLEMENT AND MONITOR
5. We developed an
Administrators’ Checklist.
Scoring the Instrument/Checklist
Score Point 0 - Not Implemented
• Indicates urgent priority
• No comments required
Scoring the Instrument/Checklist
Score Point 1 - Partially Implemented
• Indicates moderate priority
• Some teachers, some courses, some grade levels do but not all
• Requires a commendation for those who do; notes of
those who do not
• Indicates a possible need for professional
development or increased monitoring and
accountability
Scoring the Instrument/Checklist
Score Point 2 - Fully Implemented
• Indicates low to no priority for planning
• Requires notes of evidence that item is fully
implemented (For example: seen in virtually all
walk-throughs, apparent in lesson plans, part of
the system by now)
The Format
• Three checklists in one (core program, classroomembedded intervention, formalized intervention
settings) – each stage can be used independently or
together
• Research listed at the top of each section
• Some items weighted (x2)
• Room for comments
• Total score by indicator at the bottom of the each
stage
Sample Page
Cognitive Rigor
Specific Indicator
Score
Teachers unpack the TEKS to analyze
the depth of content and process
required.
0
1
2
Teachers provide instruction at or
above the appropriate cognitive rigor
for the TEKS.
0
1
2
Teachers use bundling of the content
and process SEs in order to increase
rigor in lessons.
0
1
2
College and career readiness principles 0
are observed in the delivery of the
1
curriculum and reviews of student
2
work.
Evidence
Questions to Consider
• Who would be responsible for completing the
checklist(s)?
• Would you work with all three parts of the checklist
at the same time (to get a complete look at a school’s
intervention program), or would you work with one
part at a time?
• What would you do with the results? Who would
have access to the results?
• How could the results be used to foster change?
Fair Warning!
• Don’t try to do everything at once – prioritize!
• The results might indicate a need for…
–
–
–
–
–
–
More resources
More personnel
Shift in personnel
Schedule adjustment
Long range planning
Professional development
Getting Into the Document
•
•
•
•
•
•
Rationale
Research
Indicators
Score
Evidence
Improvement Planning and Setting Priorities