Presentation on theme: "Presented by: Mitzi S. Brammer, Ph.D., CCC-SLP"— Presentation transcript:
1 Literacy Coaching in Special Education: Helping Students Succeed within an RtI Framework Presented by:Mitzi S. Brammer, Ph.D., CCC-SLPSpecial School District of St. Louis CountyApril 17, 2010
2 Group Norms Please turn cell phones to vibrate mode or off. Please take care of your own personal and learning needs.Please participate fully.Please honor the attention signal.
3 Session Objectives:Describe a special education literacy coaching modelList roles of a special education literacy coachExplain how the special education coaching model differs from a traditional coaching modelIdentify basic tenets of Response to InterventionDesign a menu of strategies to address identified concernsDiscuss literacy support mechanisms for special educators
4 History of Coaching Support in the District Support began during the school year.Led by Dr. Mitzi Brammer, Literacy Area CoordinatorSSD Literacy Coaches must hold dual state certification2:10Describe SSD a little bit. SSD began a literacy coaching program during the school year.The coaching support program was led by Dr. Mitzi Brammer, Literacy Area CoordinatorSeven special education coaches provide regional literacy support to special education staff within St. Louis County.SSD Literacy Coaches must hold dual state certification: Special Education, Special Reading.
5 Goals for SSD Literacy Coaches SSD Literacy Coaches will support special education staff to ensure implementation of research-based literacy strategies and/or programs with fidelity across the curriculum.SSD Literacy Coaches will use data to engage in collaborative dialogue at a variety of levels (teacher to teacher, teacher to administrator, etc.) in order to ensure that the District’s goals for literacy are met.
6 What does literacy coaching look like at SSD? Roles adapted from the IRA’s Position Statement on the Roles and Qualifications of the Reading Coach in the United States (IRA, 2004).Roles are adapted from the International Reading Association’s Position Statement on the Roles and Qualifications of the Reading Coach in the United States (IRA, 2004).SSD Literacy Coaches’ roles fall into three broad categories as defined by IRA.
7 Roles of SSD Literacy Coaches Conversations with colleagues (identifying issues or needs, goal-setting, problem-solving)Developing and providing materials for/with colleaguesParticipating in professional development activities with colleaguesLeading and participating in Study Groups
8 Roles of SSD Literacy Coaches Co-planning lessonsFacilitating team meetings (grade level, participating on data teams, with other reading specialists, etc.)Analyzing student workAssisting SSD staff in interpreting assessment data for instructional decision-makingIndividual discussions with SSD and gen. ed. colleagues about the teaching and learning of students with special needsPlanning, implementing and evaluating effective professional learning presentations for teacher-level staffTurn to your left shoulder partner. Discuss: which of these roles do you already help to fulfill? Is there shared responsibility in your building or district for these roles? If so, who shares?
9 How does special ed literacy coaching differ from traditional literacy coaching? Geographic area(s) servedSupervision and evaluationInvolvement in curriculum writingStaff supported by coachesFunding source2:301. SSD literacy coaches support a larger geographic area, more schools and more teachers.2. The SSD Literacy Coordinator directly supervises the SSD Literacy Coaches rather than a building principal.3. Traditional coaches are more highly involved in curriculum writing at the district level than SSD literacy coaches.4. SSD literacy coaches primarily support teachers of students with identified special needs. This is not to say, however, that if students who do not have identified needs are discussed at data team meetings, the literacy coach. would not offer support or suggest possible interventions.5. SSD Literacy Coaches are funded through IDEIA monies, rather than Title I funds.
11 RtI: The Basics Students Behavioral Systems Academic Systems Any Area CurriculumAreaBehavioral SystemsAcademic SystemsIntensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer durationIntensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures1-5%1-5%Targeted Group InterventionsSome students (at-risk)High efficiencyRapid responseTargeted Group InterventionsSome students (at-risk)High efficiencyRapid response5-10%5-10%Raise your hand if you are just starting the RtI process; raise your hand if you have been doing RtI for a couple of years and feel a comfort level with it; raise your hand if you feel like your school could be the poster child for RtI.StudentsUniversal InterventionsAll settings, all studentsPreventive, proactiveUniversal InterventionsAll studentsPreventive, proactive80-90%80-90%
12 A Different Way to Look at RtI Intensive InstructionProgress MonitoringData AnalysisImplementation ChecksStudent SuccessSupplemental InterventionsCurriculum Supports
13 Possible Role(s) of Special Education Literacy Coaches on a Data Team ParticipantData Analysis SupportInterventionistResearch Checker – Asks / checks if suggested intervention is research-based2:50
14 Decision-Making in Data Teams: Team Member Responsibilities Assume a RoleCome Prepared to the MeetingBe PunctualEngage FullyIn the ProcessParticipate Honestly, Respectfully, Constructively
15 Designing a Menu of Strategies Data Team Process that Special School District uses:Collect and chart student dataAnalyze strengths and obstaclesEstablish goals: set, review, reviseSelect instructional strategiesDetermine results indicators
16 Let the data speak: To allocate resources To adjust instructional practicesTo provide a menu of interventions and/or programs3:00
17 Often Found on the Data Team Meeting Agenda What instructional strategies could we employ to bring students with special needs to proficiency?What resources/tools/ knowledge do I need to help my students?
18 Designing a Menu of Strategies Four viable sources Organize the strategiesSources:Florida Center for Reading ResearchWhat Works ClearinghouseResearchTextbooksOrganization:By area of reading; writingWhether the strategy is instructional, programmatic, environmental or organizational in natureFrom least intensive to most intensive*
19 Approaches to Intervention The standard treatment protocol approach (Fuchs, Mock, Morgan, & Young, 2003) uses one consistent intervention or set of interventions, selected by the school or district, that can address multiple students’ needs. This approach is supported by a strong research base.The problem-solving approach uses interventions, selected by a team, that target each student’s individual needs. This approach has been used in schools for more than two decades.
20 An Example of the Problem-Solving Approach Timmy is 8-years-old and is in second grade. His teacher notices that he picks up books and tries to read the words. He often misbehaves during the lessons that involve learning letter sounds. He has a large storehouse of knowledge in a variety of topics with the most interest in dinosaurs. He demonstrates typical fine motor skills and average writing skills. The teacher has identified that he appears to be reading at the pre-primer level based on informal testing. The teacher refers the student to the problem-solving team for support in meeting the academic and behavioral needs for Timmy. Initially, the team decides to utilize a resource teacher to try cluster grouping within the classroom. The cluster will allow for more individualized instruction. The resource teacher will keep a daily record of Timmy’s behavior and discussions with parents will begin on possible acceleration options.
21 An Example of the Standard Treatment Protocol Approach John, an 8th grade student, reads on a 4th grade level based on the district assessment. John performed at the Below Basic level in all tested areas of the state assessment for his grade level. When John enrolled at the beginning of 8th grade, his counselor registered him for a double block that included the standard literature class with team teaching as well as a focused literacy block with a class size of 12. This is an example of a standard protocol, students who demonstrate significantly low reading skills and who meet the school-identified criteria are registered for the double block to meet both the literature requirement and remediate the skill deficit.Turn to your right shoulder partner. Which of these are in practice in your own school/district?
22 Standard Treatment Protocol The standard treatment is for the student to receive a validated, intense interventionBad news: All students receive the same interventionGood news: The interventions are well-specified, sequenced with clear outcomesThe interventions are more likely to be delivered with fidelity; training is consistentIncreases the consistency of services; easy to check for implementation
23 Development of a Standard Treatment Protocol By grade levelBy area of reading/writingConsider looking at this K-12, not just at the elementary levelSee handout
24 What teachers need to know and be able to do… When coming to the data team meeting to discuss interventions, teachers need to know about and be able to discuss:The developmental sequence of reading and writing in order to better know where to target interventionsGrade Level Expectations/StandardsSupplemental reading/writing programs that are availableGeneral Education Curriculum
25 Let’s Practice! Self-organize into small groups (3-5 per group) Each group will be given a “menu” of strategies and/or interventions for a particular area of readingIn your group, decide:How would we organize these strategies/ interventions?Is there one strategy that you might consider using before another?Could these interventions be used for each grade level, K-12?We’ll go two rounds! (if time permits)
26 What’s Important to You? Rather, what is important in order for teachers to be able to access this resource?Ease of accessibilityUser-friendlyBased on current researchRelevant to my practiceOffers a varietyOthers?Turn to your shoulder partner. Tell him/her what qualities you would want to see in a guide to help you with strategies during a data team meeting.
27 How do we know if we’re on the right track? See rubricBased on a 3-level scale
28 I work in a small school district I work in a small school district. How can I make this work for my situation?
29 Literacy Support Mechanisms for Special Educators ALLConsider a literacy leadership modelDetermine: Who is the teacher leader in my building who also has knowledge and expertise in literacy instruction?Determine: Can a system be put in place to allow this teacher leader to have an additional plan time to work with teachers in the building or look at data or model lessons, etc.?If not, can this teacher leader present information relevant to literacy strategies to teachers at a staff meeting?Can additional pay be given to this teacher leader to work with teachers after school?
30 How effective is a special education coaching model? MO Dept. of Elementary & Secondary Education, 2010
31 Contact InformationMitzi BrammerSpecial School District of St. Louis Co.12110 Clayton RoadSt. Louis, MOOffice: