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Presentation on theme: "Trainer Notes: Please be sure to insert the name(s) of the trainers presenting this content. Please be sure to start promptly at 9:00 a.m. Please be sure."— Presentation transcript:

1 Trainer Notes: Please be sure to insert the name(s) of the trainers presenting this content. Please be sure to start promptly at 9:00 a.m. Please be sure to post a “public” agenda for the day. Intensive Support for Struggling Readers Through Data-Based Decision Making Maureen Staskowski and Ginny Axon District Cohort 1-Elementary Schools February 7, 2013

2 Acknowledgements Roland Good and Ed Kame’enui, University of Oregon
Ruth Kaminski Dynamic Measurement Group Sharon Vaughn and Deb Simmons University of Texas at Austin Joseph Torgesen Director Emeritus, Florida Center for Reading Research Wendy Robinson and Sharon Kurns Heartland AEA 11, Johnston, IA Louisa Moats Anita Archer MiBLSi Staff and State Trainers: Cathy Claes Soraya Coccimiglio Pam Jones Claire MacArthur Terri Metcalf Melissa Nantais Trainer Talk: “The content for today is based on the work of the following people…”

3 Setting Group Expectations
To make this day the best possible, we need your assistance and participation Be Responsible Attend to the “Come back together” signal Active participation…Please ask questions Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Please refrain from and Internet browsing Be Safe Take care of your own needs Trainer Notes: Please do not skip over these expectations. They are important for setting up the day. Introduce a signal (e.g. hand raise) and indicate that when they see it, they should raise hand as well. People should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention. Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from . This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally with their teams.

4 Who will do what? Facilitation of today’s work
✔ Facilitator ✔ Recorder ✔ Timekeeper for Team Time discussions Trainer Talk: “To make the most efficient use of our time today I am going to ask you to identify individuals to serve the following roles. You will identify a facilitator whose responsibility it will be to lead the conversation in making sure all voices have been heard and team time activities are completed during the allocated time frame. You will also identify a recorder who will make note of next steps and loose ends for each of the sections. Remember there are blank follow-up activities worksheets along with blank implementation plans in the pink assessment binder. Be sure to pull out blank copies of these so that the recorder can keep track of action items for the follow-up activities worksheet or implementation plans for the “bigger” work that needs a tightly defined plan.”

5 Outcomes By the end of today, your team will walk away with:
An updated action plan based on data collected since the fall and progress towards previous action plan. A common understanding of how to identify a student with intensive reading needs and what support is needed An overview of resources to support intensive readers, including digging deeper A plan for progress monitoring students who need intensive reading support A plan for sharing the process around intensive reading support and integrating that within your schoolwide model Trainer Talk: “By the end of today we want you to leave with an updated action plan based on your winter data collection, a common understanding HOW to identify a student with intensive reading needs. How to link those needs to a plan of support. How to determine whether or not we need to dig deeper (with those few students who we are unable to identify a pattern of errors), progress monitoring plan for those students and last but certainly not least a plan to share this process with all staff and to display how it is integrated into your overall schoolwide reading model.”

6 Agenda Winter Data Review
Characteristics of Intensive Supports for Struggling Readers Problem-Solving Process for Reading: Digging Deeper Intervene: Planning and Implementing Instructional Supports Evaluating Instructional Supports Trainer Notes: Be sure to post and reference a “public agenda” throughout the day. Trainer Talk: “Here’s our agenda for the day. As you can see, it will be a busy but engaging day!”

7 Connecting to Our Last Meeting
Fall Data Review and Strategic Reading Grade Level Meetings Progress Monitoring for Strategic /Tier 2 Interventions Trainer Notes: It is expected that you will be starting this module at 9:10 a.m. at the latest. This module should end at 10:15 a.m. followed by a 15 minute break.

8 Grade Level Team Meetings: Expectations
Agenda – roles and responsibilities Norms – agreements and commitments Goals/Objectives – be SMART Data – use for decision-making Action Plan – written, reviewed, and revisited Trainer Talk: “Grade level teams are expected to be guided by an agenda that has clearly defined roles and responsibilities. The team is guided by norms (agreements and commitments that folks guide our work throughout the meeting), They are expected to establish what we call SMART objectives/goals to narrow our scope in focus our work. Data is used to make decisions rather than opinions and last but not least the collaborative team is expected to commit ideas, intervention plans, strategies to action. The action plans are written, reviewed, and revisited over time. ADVANCE SLIDE We will focus a bit more on these first two expectations for the next few minutes.”

9 Grade Level Benchmark Meetings (3/Year) Different purposes at different points in the year
Fall Benchmark Quickly understanding current student needs and strengths Assisting all teachers with understanding baseline student skills and instructional emphasis that may be needed Differentiating instruction as well as grouping students by instructional need Focus Questions Given baseline patterns, what are the implications for my instruction? 9 9

10 Grade-level meetings Different purposes at different points in the year
Winter Benchmark Reviewing progress at multiple levels: grade-level, classroom-level and small groups of students Fall to winter Differentiating as well as grouping students by instructional need Focus Questions Are we making enough growth from fall benchmark to winter benchmark? If not, what is our plan to make instructional changes? 10 10

11 Resources for Planning Winter Grade Level Benchmark Meetings
Winter Problem Solving Guiding questions Grade Level and Classroom DIBELS or AIMSweb Reports Diagnostic Assessments

12 Team Time 1. Reflect on your school’s fall benchmark grade level meetings. Using the expectations and guiding questions reflect on the effectiveness of your fall benchmark meetings. Identify strengths and challenges. 2. Discuss your plans for Winter Benchmark Grade Level Meetings Trainer Notes: This team time should start by 9:30 a.m. at the latest. The team time should go until 10:15 a.m.

13 Progress Monitoring Tier 2/Strategic Interventions
In the fall we covered progress monitoring using DIBELS or AIMSweb

14 Team Time Think about your students with strategic needs in the area of reading. Are they being progress monitored frequently? How is intervention being adjusted based upon the results? What refinement in progress monitoring is needed next? Trainer Notes: This team time should start by 9:30 a.m. at the latest. The team time should go until 10:15 a.m.

15 1.0 Winter Data Review District Cohort 1-Elementary Schools
Trainer Notes: It is expected that you will be starting this module at 9:10 a.m. at the latest. This module should end at 10:15 a.m. followed by a 15 minute break. 1.0 Winter Data Review District Cohort 1-Elementary Schools Winter , 2013

16 Data Reviews Schoolwide Data Review should take place 3x per year (Fall, Winter, Spring) Review schoolwide data, including Universal Screening Benchmark data, to develop goals, create an implementation plan and to check progress of plan towards meeting goals Trainer Talk: “As a leadership team, you should be engaged in schoolwide data review activities 3x per year, in the Fall, Winter, and Spring. These times coincide with our Universal Screening Assessments. The purpose of the data review activities are to review schoolwide data to develop goals, create implementation plans, and to check progress of your plan towards meeting your goals. The data reviews are really the leadership team engaging in collaborative problem solving at the building wide level.”

17 Materials Needed for Data Review
Reports – For each grade level and measure DIBELS.net: Status Report by Measure Effectiveness of Instructional Support AIMSweb: Maze and R-CBM Tier Transition Report Tools – Tables to Record Summary of Effectiveness Table Summary of Effectiveness Cheat Sheet Trainer Talk: “Here is the list of materials you will need for the data review portion of today’s work.”

18 Goal of Multi-Tiered System of Supports
The goal is to get ALL students to the established benchmarks. What will vary is the level of supports provided to students to get them to the established benchmarks Trainer Notes: This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.

19 Evaluation of the Systems of Support
Questions to Ask: Are we developing reading support systems for all students? Are we improving the reading outcomes at each grade level and across time? Trainer Talk: “As we review our reading data today these are the main questions we should be asking ourselves. In year 3, schools will examine their reading supports at all three tiers and plan for the improvement and sustainability of those systems and student outcomes. It is unlikely that you will have all supports implemented well and that you will see your student outcomes where you want them to be already. What we do want to prevent is backslide from this point, so sustaining what you’ve already got working so that you have a solid foundation for moving forward.”

20 Summary of Effectiveness
AIMSweb

21 Effectiveness of Instructional Levels By School

22 Understanding Summary of Effectiveness
Intended Purpose: To examine the effectiveness of the core reading program and instructional supports at the three instructional levels. To examine how effective the reading curriculum is at getting students to the next primary target goal © University of Oregon Center on Teaching and Learning

23 Summary of Effectiveness
How effective is our Core Instruction? Benchmark How effective is our Supplemental Support? Strategic How effective is our Intensive Intervention Support? Intensive Trainer Talk: These are some big questions to answer under the umbrella question of “How effective is our system of support?” We will show you how to read the reports and analyze the data within the following context….ADVANCE SLIDE” 23

24 Instruction and Intervention Effectiveness Criteria
Meets the Needs of.. And Supports… Core At least 80% of ALL students Supports % of these students to make adequate progress Strategic 15% of students who need more than just Core Supports 80% of these students to achieve benchmark Intensive 5% of students who need intensive intervention Supports 80% of these students to progress to strategic or benchmark Trainer Talk: “These are the critical features of an effective system of support. The core instruction is considered to be effective or a strength if it meets the needs of 80% of ALL students AND supports % of these students to make adequate progress (stay at benchmark from one assessment to the next. The Strategic or Supplemental Support is considered a strength if it supports 15% of students who need more than just Core Instruction AND supports 80% of these students to meet the benchmark from one assessment to the next. Finally, the Intensive Supports are considered to be a strength if it supports 5% of students who need intensive intervention AND supports 80% of these students to progress to strategic or benchmark support from one assessment to the next. It is important to note the BOTH criteria need to be met in order for each part of the system of support to be considered a strength.” 24

25 Tier Transition Report
Percent of students at various levels of risk in fall, winter, and spring Tier Transition report shows number and percent of students at various levels of risk in each assessment period, f/w/sp and how students changed status over time click: here are the tiers and the percent of students falling in each in fall, winter, and spring click: and here is the same information in chart form. it shows both number and percent at each tier for each benchmark assessment period click: the red boxes show the movement of students. point to the top transition box between fall and winter. what happened to our red kids? where did they go? 2 stayed at risk and one moved up to strategic. what happened to our yellow students? 2 stayed at some risk, but 2 moved up to low risk. and finally, what happened to our low risk kids? they all stayed at low risk status (there were 12 low risk in fall and they all stayed at the low risk status when we tested in winter. yay! we didn’t drop any eggs out of the benchmark basket as they went from fall to winter How many of our students changed status and where did they move to? This is so helpful when we want to see how our at risk or some risk kids are improving or if our low risk students are maintaining their good growth over time. check for comprehension by asking some questions about movement _________ This report can be generated for classrooms as well as grades Movement between tiers from fall to winter, or winter to spring. Who went where? Number and percent 25

26 AIMSweb: Tier Transition Report
Examines the percentage of students at each level (Low Risk, Some Risk, and at Risk that made adequate progress from one assessment period to another. Your focus will be on this portion of the report.

27 8 What % of students who were at Low Risk in the fall remained at benchmark in January? At Risk Here is an example of how to calculate and record the % of Low Risk students that made adequate progress from winter to spring. It would be good to run through the explanation again of what those small boxes mean. Lets start with the group of students who scored in the Low Risk range in winter. How did we do at keeping them at Low Risk status in May? Well, of the 55 Low Risk students in winter, 53 stayed Low Risk in spring, and 2 dropped down to Some Risk. None dropped down to At Risk. (run through the math) So, we kept 96% of our Low Risk readers at Low Risk status. Trainer note: in this example data, there were no move ins or move outs between between and spring, so the numbers in the small boxes added up to the total to the left in the winter box (55). It will not always be that way, and the addition of the small boxes will not equal the winter number to the left. So, caution teams to do the addition, even though in this example it would work just to take the number in the winter box. Some Risk Low Risk 27

28 What % of Some Risk students made adequate progress?
9 What % of Some Risk students made adequate progress? At Risk Some Risk Low Risk Now lets repeat the process for the students who came to us in winter, falling in the yellow (Some Risk) zone. What happened to them over the semester? Did they make adequate progress? A first we need to see how many Some Risk students we had in winter who were also tested in spring. (add small boxes) B we divide that total (8) by the number in the green box (3) because to make adequate progress at the Some Risk level, students need to move up to Low Risk. So, of the 8 total, how many moved up to green? (3). We divide 3 by 8 C multiply by % of our Some Risk students moved up to Low Risk. 28

29 What % of At Risk students made adequate progress?
9 What % of At Risk students made adequate progress? At Risk Some Risk Low Risk Process at the At Risk level is a little different because making adequate progress means moving up to either Some Risk or Low Risk A how many At Risk students tested in winter were tested in spring? To find that total, we add the 3 small boxes to total 22 B here’s the different part. Divide the sum of numbers in the small green and yellow boxes by the total. 5+1= divided by 22 = 27 Why did we add the green and yellow boxes together? (because adequate progress is moving from At Risk to either of those levels) C record 27%. 29

30 Effectiveness of Instructional Levels By School

31 Effectiveness of Instructional Levels
Effectiveness of Intensive Support Effectiveness of Core Support Effectiveness of Strategic Support

32 Team Time Record the Data
If not already completed, transfer your Winter Data to your Pink Assessment Binder. If not already completed, complete the Summary of Effectiveness Table for the First Semester for each grade level. 2. Analyze the Data Examine your Winter Data and the Plan you updated during the Fall. Complete the analysis outlined in your Winter Data Study Guide Analysis and update your plan based on your current data, as needed. Trainer Notes: This team time should start by 9:30 a.m. at the latest. The team time should go until 10:15 a.m.

33 2.0 Characteristics of Intensive Supports for Struggling Readers
Trainer Notes: There should be a break from 10:15 a.m. to 10:30 a.m. This module should begin at 10:30 a.m. and end at 11:10 a.m. District Cohort 1-Elementary Schools Winter , 2013

34 A Student with Intensive Reading Needs…
is a student who is currently not on track for reading at grade level based on multiple measures is a student who needs intensive, focused instruction right away is a student who needs significant amounts of practice and corrective feedback Trainer Talk: “Here is how we are beginning to unpack students who are considered intensive in the area of reading. We base this decision on multiple measures. We want to ensure that an intensive, instructional plan is developed and implemented right away. A major component of the intervention plan is opportunities to practice the skill and receive corrective feedback.”

35 A Student with Intensive Reading Needs…
is a student who may also have: Limited vocabulary and background exposure to reading. Phonological processing delays or deficits. Difficulty applying strategies. Difficulty retaining information. Trainer Talk: “Thinking back to Schoolwide Reading Day 2, we went into detail about the characteristics of diverse (at-risk) learners. We not only discussed their common characteristics but we also discussed instructional implications for students demonstrating these characteristics. It is very important to remember that we need to be thinking about designing instruction to meet the needs of our at-risk learners at ALL levels. How we structure and deliver core instruction needs to be developed with these characteristics in mind. How we are delivering instruction in the other content areas (science, social studies) should be designed and delivered with these common characteristics in mind. We don’t just think about these characteristics when problem-solving around “intensive intervention”. The characteristics and instructional recommendations need to be constantly considered.” Effective Teaching Strategies that Accommodate Diverse Learners, 3rd ed., (Kame’enui, Carnine, & Coyne, 2006)

36 One example . . . Kayla, 4th grade, is significantly behind her peers in reading (screening+diagnostic data) During a grade level meeting, the team decides to place Kayla in supplemental instruction time (Tier 2) Progress monitoring data shows that Kayla continues to “flat-line” Grade level team decides to move Kayla into an intervention with more time and more explicit instruction Trainer Notes: This is just one example of a student with intensive needs in the area of reading.

37 What do all students need?
“Reading proficiency at the end of elementary school requires that students be able to. . . identify the words on the page accurately and fluently; have enough knowledge and thinking ability to understand the words, sentences and paragraphs; and be motivated and engaged enough to use their knowledge and thinking ability to understand and learn from text.” Trainer Notes: Start with this question, What do all students need? All students need these things. It should not be less for those with intensive needs! To download a copy of this document, visit Torgesen, J., Houston D., Rissman, L., & Kosanovich, K. (2007). Teaching all students to read in elementary school: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction. QUOTE IS ON PAGE 1. Torgesen, J., Houston D., Rissman, L., & Kosanovich, K. (2007). Teaching all students to read in elementary school: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction, p. 1.

38 Students with Intensive Reading Needs Require…
Research- validated or research-based programs with proven effectiveness in accelerating student gains. Extended instructional time to accelerate gains. Systematic, explicit instruction with ample practice opportunities and cumulative review. Programs that emphasize the components of reading needed by the students including: oral language, phonemic awareness, decoding, fluency, vocabulary, background knowledge, comprehension and writing. Trainer Talk: “We know that students with intensive needs must have access to research-validated programs with proven effectiveness in being able to accelerate student gains. The variable of time needs to be considered as well. We have to allocate additional time above and beyond the normal core reading block. We have said to you before that for every grade level a student is below in reading requires an additional 30 minutes of instruction in reading. By instruction, we mean “miles on the page.” We know that the instruction needs to be explicit ( I do it, we do it, y’all do it, you do independently) and guided by a scope and sequence that is systematic. The programs need to emphasize the big ideas that are predictive of future reading success (phonemic awareness, alphabetic principle, fluency, vocabulary, comprehension…).” Dr. Anita Archer, The big picture: Designing secondary literacy programs. (Emphasis added.)

39 More powerful instruction involves:
More instructional time Resources Smaller instructional groups Teacher Expertise More precisely targeted at right level Clearer and more detailed explanations Trainer Talk: “The kind of instruction necessary to closing the achievement gap involves these things. You can categorize these things into two main areas: resources and teacher expertise. By resources we mean more instructional time and smaller instructional groups. By teacher expertise we are taking about targeting instruction at the appropriate level of need (read through the rest) etc…” Teaching all students to read: Is it really possible? Torgesen, FCRR, Florida State University, International Dyslexia Association, November 2008. More systematic instructional sequences More extensive opportunities for guided practice More opportunities for error correction and feedback (Torgesen, 2008)

40 Big Ideas Behind Successful Intensive Support
Collect good data Know each student’s learning needs Schedule proportional increases in direct instructional time Teacher quality x time = student growth “Annual Growth for All Students, Catch-Up Growth for Those Who are Behind.” L. Fielding, N. Kerr, & P. Rosier New Foundation Press, Kennewick, WA (2007) Trainer Talk: “Here are some lessons learned from one Elementary school. The data that gets collected needs to be good and point to the needs of students. The amount of time allocated for closing the gap for students having intensive reading needs needs to be proportionate to their level of risk. Last but not least, we need to consider that precious and ever important variable of time as well as consider the quality of the level of instruction students are receiving in order to create the necessary conditions for student growth.”

41 Intervention Comparison of Models
Scheduling Staffing Organizing Pull-out Walk to Intervention

42 Jigsaw Activity – Staff or PLC Meeting
Divide your team into 3 groups. Group A: pages 1 to 2 (stop at “What are some ways to provide intensive interventions to struggling readers in grades K-3?”) Group B: pages 2 to 4 (start at “What are some ways to provide intensive interventions to struggling readers in grades K-3?” stop at “At this point,…”) Group C: pages 4 to 6 (start at “At this point,…”) Trainer Note: This team time should begin at 10:45 a.m. and end at 11:00 a.m. This documents focuses on K-3 support, so you will need to pre-correct for the teams: While the focus of this reading is K-3, the implications can be generalized to 4+ We know that it is easier to prevent or remediate literacy concerns earlier rather than later. The more that we work to prevent literacy concerns in K-3, the less work 4+ will have (although we can not inoculate students from later reading difficulties). Last, but certainly not least, we have a shared responsibility for building the literacy success for ALL students in our buildings!

43 Team Time Jigsaw Activity – Sharing
Each group will share information from their assigned section with the whole team. Please have a time keeper and limit each share to 3 minutes. As a team take 5 minutes to reflect on the content of the reading – what are the implications for your school? Trainer Notes: Provide 15 minutes for this activity 5 minutes to read and discuss in small group 10 minutes for all of the small groups to share with team

44 3.0 Problem-Solving Process for Reading: Digging Deeper
Trainer Notes: This module should start at 11:10 a.m. and end at 1: 35 p.m. with a break for lunch from 12:00 p.m. to 12:45 p.m. Trainer Talk: “But with our students who truly need intensive reading support we will need to dig deeper in relation to the problem-solving process for reading. Let’s see what that would look like.” 3.0 Problem-Solving Process for Reading: Digging Deeper District Cohort 1-Elementary Schools Winter , 2013

45 4 Types of Assessments Kansas Multi-Tier System of Support Framework
Assessment Map 4 Types of Assessments TYPE USE PURPOSE Universal Screening (Formative) identify children who need more intense assessment to determine the potential for intervention. “First Alert” Progress Monitoring use information to determine student progress and to plan differentiated instruction. “Growth Charts” Diagnostic use information to plan instruction, including intensive intervention strategies. “In-depth View” Outcome (Summative) Evaluate student performance after instruction is completed. “Reaching our goals” Trainer Talk: “As we work throughout the rest of today, let’s keep in mind the four types of assessments that we are interacting with on a regular basis in schools. This chart can be found in your participant workbook. Please take a few moments to read through the chart to help set the stage for the rest of today’s content.” Kansas Multi-Tier System of Support Framework

46 Trainer Notes: This is an animated slide. Trainer Talk: “In order to really unpack what this looks like we have created this framework for planning instructional support. There is a full page copy of this flowchart in your participant workbook. If you like flowcharts, this should make perfect sense to you. If you don’t, take a deep breath and know that we are going to walk through this together and that it should help with the planning for instructional support for students with intensive reading needs. Here are a couple “helpful hints” for reading flowcharts. When you get to a diamond, that represents a question that needs to be answered. Go ahead and highlight all of the diamonds on the flow chart now if you’d like. Each diamond asks a “yes or no” question. The path you take through the flow chart will depend on how you answer each question. OK, to get us started, everyone please move up to the top left box (ADVANCE SLIDE). We start out with the Benchmark Assessment and then move to validating the need for support. Let’s take a closer look at what that means (ADVANCE SLIDE).”

47 Identify Need for Support
Schoolwide Screening Data Who is “intensive” on screening data? Other student performance data Do you have other data that validates need for intensive instruction? Classroom and/or district assessments Is student behavior a concern? Other teacher/parent concerns Trainer Talk: “So let’s specifically unpack “Identify Need for Support.” How do you do that? Well we use data. Schoolwide screening data are used to determine which students are identified as having “intensive” needs in the area of reading. We might also pull in other performance data as a way to validate the need for intensive instruction. Classroom and/or district assessments can help to validate. Teacher confirmation as well as parent concerns can also help us to identify a need for support.”

48 Validate Need for Support
Do the assessment results match what you know or suspect about each student? If it doesn’t match up, retest or validate with additional data. For students who performed below expectations, is it a “can’t do” or “won’t do” problem? Trainer Talk: “When we are talking about validating the need for support, we need to keep in mind what else we already know about each student. If the data from universal screening does not match up with what is already known about the student, then it is appropriate to retest the student or validate the performance with additional data. For students whose performance falls below the expectations, it is important that we determine if we are dealing with a “can’t do” or a “won’t do” problem. The instructional/intervention support provided for a “can’t do” or skill deficit will vary greatly form the instructional/intervention support provided for a “won’t do” or motivation/awareness deficit.”

49 Trainer Notes: This is an animated slide. Trainer Talk: “Once the benchmark assessment is completed and the need for support has been validated, (ADVANCE SLIDE) the first question to answer is whether or not the student is performing at benchmark.”

50  Is the Student Performing at Benchmark?
If yes, consider language, vocabulary, and/or comprehension. Trainer Talk: “If the student is performing at benchmark, then we would need to consider language, vocabulary, and/or comprehension.”

51 Trainer Notes: This is an animated slide. Trainer Talk: “The next question is whether or not there are concerns regarding Language, Vocabulary, or Comprehension. If there are concerns in any of these areas, you’d move to diagnostics and then plan and implement interventions while monitoring progress and using data to inform decision making. If there are not concerns in the areas of Language, Vocabulary, or Comprehension, then you would continue with core instruction and enrichment as appropriate.”

52  Are there concerns regarding Language, Vocabulary, or Comprehension?
Comprehension considerations… Is it language? Is it vocabulary? Is listening comprehension intact? Is it background knowledge? Trainer Talk: “On to the next decision, if fluency is adequate then you need to determine if there are problems with the child’s comprehension. What kinds of questions would you want to have in your mental rolodex? Is it language? Is it vocabulary? Can the child listen to a story and comprehend what is being read? Is the student’s lack of background knowledge getting in the way of comprehension? The answer to each of these will inform the instructional/intervention plan for the student.” Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2nd Ed, Longmont, CO: Sopris West.

53  Is the Student Performing at Benchmark?
If no, consider accuracy. Trainer Talk: “If we back up to the question of whether or not the student is performing at benchmark and the answer was “no,” then we would need to consider the student’s accuracy level.”

54 Trainer Note: This slide is animated. Trainer Talk: “So let’s look at the flowchart and back up to this first diamond, is the student performing at benchmark. If the answer is “no,” (ADVANCE SLIDE) then we move down to the diamond below and answer the question of whether or not the student is accurate.”

55  Is the Student Accurate?
Examine Initial Screening Data Consider the Instructional Grouping Worksheets Is student slow and accurate? Fast and inaccurate? Slow and inaccurate? Focused on trying to sound out or stymied or trying to guess from context? Able to recognize high frequency words? Trainer Talk: “In order to answer the question of whether or not a student is accurate we go back to the universal screening data. However, the reports generated by DIBELS or AIMSweb do not provide sufficient information to answer all of these questions. Reviewing the Instructional Grouping Worksheets (remember these from Strategic Support for Struggling Readers) along with the errors recorded in the actual assessment booklets will make it possible to answer all of these questions. Error patterns can help inform instructional decision making.” Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2nd Ed, Longmont, CO: Sopris West.

56  Is the Student Accurate?
If yes, provide fluency intervention and/or practice. If no, complete Survey Level Assessment (SLA), if appropriate. Trainer Talk: “If it is determined that the student is indeed accurate, then the instructional focus would be on improving the student’s fluency through intervention and/or practice. However, if the student is not accurate, then the next step would be to consider whether or not Survey Level Assessment is appropriate to help inform instruction and goal setting.”

57 Trainer Notes: This is an animated slide. Trainer Talk: “When we come back to this flowchart, we’ve asked the question “Is the student accurate?” and determined that the student is not accurate. (ADVANCE SLIDE) So our next step again is to determine if completing Survey Level Assessment (SLA) is appropriate. Before we discuss when Survey Level Assessment (SLA) is appropriate, let’s define what we mean by Survey Level Assessment. ”

58 What is it and why use it? Provides a general sample of a student’s performance to guide instructional decisions. “Test back” procedure for out of grade level assessment to identify a level at which a student is successful. Provides increased sensitivity to instruction (i.e. more sensitive to growth) Provides a procedure for out of grade level goal setting and progress monitoring. Trainer Notes: This portion should start by 11:35 a.m. and run through the SLA Partner Activity by 12:00 p.m. when you will break for lunch The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (Hosp. Hosp, and Howell, 2007). Question that always comes up: Why do we benchmark students on grade level materials if we know that they are well-below grade level materials? Answer: Kids are accessing grade level information all day. We need to know how they are accessing grade level materials. This information is also helpful for parents as well. Trainer Talk: “Survey Level Assessment (SLA) provides a sample of a student’s performance across various grade level materials to help guide instructional decision making. It is a procedure in which a “test back” assessment procedure is used to identify out of grade level materials in which a student is successful. This helps both in instructional planning as well as goal setting and progress monitoring. Survey Level Assessment is used only with those students who perform significantly below grade level on the universal screening measures. It is not used with all students who are not meeting the established grade level benchmarks.”

59 Directions for Survey Level Assessment
DIBELS Next AIMSweb R-CBM Trainer Note: Here is where you make the decision on what to use based on who is in your audience. For DIBELS Next, you would use slides and hide or delete slides For AIMSweb, you would hide or delete slides and use slides

60 Survey Level Assessment Steps
Administer three Oral Reading Fluency passages at the next grade level below the student’s current grade placement. Determine median (middle) score and the accuracy rate. Compare median to norms. DIBELS AIMSweb Use progress monitoring materials, 3 in a row Use Norms for End-of-year benchmark for the grade level of the passages. Does the student’s performance fall in the “below benchmark” range with at least 90% accuracy? Use Benchmark passages for that time of year Use Norms for that time of year benchmark for the grade level of the passages. Does the student’s performance fall above the 25th percentile with at least 90% accuracy? Trainer Notes: These directions come from DMG (2010) DIBELS Next Mentoring Workshop Book (Module 7: Data Part 3 pp ) DIBELS Next – Survey Purposes: To determine type(s) and level(s) of progress monitoring material for students with reading skills below grade level. To determine primary skills of instructional opportunity for increasing overall reading skills. This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.

61 Survey Level Assessment
If score does not meet the criteria, drop down one level and give 3 additional probes. Calculate and graph the median. Continue testing down in grade levels until you reach a grade level where the student’s performance meets the goal. This level will be used to set the goal of intervention This is intended to be used as a GUIDELINE for making decisions about progress monitoring. As with all assessment, thinking is still required. Trainer Notes: These directions come from DMG (2010) DIBELS Next Mentoring Workshop Book (Module 7: Data Part 3 pp ) DIBELS Next – Survey Purposes: To determine type(s) and level(s) of progress monitoring material for students with reading skills below grade level. To determine primary skills of instructional opportunity for increasing overall reading skills. This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.

62 Trainer Talk: This is a table provided by DMG in the DIBELS Next Mentoring Workshop to assist with the Survey Level Assessment process. The PM stands for Progress monitoring and the S stand for Survey. The idea is that you put a check in the S column if you have surveyed that grade level and a check mark in the PM column when you have determined the level at which the student’s progress will be monitored. A blank copy of this table can be found in your participant workbook as well as on the MiBLSi website with the materials from today’s training.”

63 Trainer Talk: “This graph will be helpful in knowing the scores for the 25th to 75th percentile from the AIMSweb© National Aggregate Norms A copy is available in the participant workbook. This graph shows the ranges of CWPM for the 25th to the 75th percentiles for the fall, winter, and spring from winter of 1st grade to spring of 8th grade.”

64 AIMSweb 50%ile

65 Survey Level Assessment Goal Setting
Determine student’s current level of performance based on Survey Level Assessment results (e.g. XX cwpm on 2nd gr. materials) Determine outcome goal (e.g. XX cwpm on 3nd gr. materials) Set the student’s goal for the end of the year, at least one year above the level at which the student met benchmark. Draw an aim line connecting the current performance to the goal. (If SLA is done early in the fall a winter goal could be identified using end of the year benchmark). Both the goal and progress monitoring will be at this level. NEED DOUBLE TIME for CATCH UP GROWTH! Trainer Notes: There will likely be questions about why the goal level should be a level above benchmark. Participants will think that is too much to expect. Mark Shinn would say… If we settled for a year’s growth in a year’s time, we will never close the gap between this reader and his peers - he will always be behind. If we want to make a difference, we need to challenge our students and ourselves to close the gap, which means that we need aggressive goals.

66 Example Ian is a fourth grade student who read 33 correct words per minute with 70% accuracy on the Fall benchmark DIBELS Next assessment. Survey level assessment data 4th: 33 cwpm / 70% accuracy 3rd: 40 cwpm / 78% accuracy 2nd: 45 cwpm / 89% accuracy 1st: 48 cwpm / 98% accuracy

67 33 40 45 48 70% 78% 89% 98% ✔ ✔ Trainer Notes: This is a table provided by DMG in the DIBELS Next Mentoring Workshop. This table will be helpful in knowing which level the student meets benchmark. Make sure your checkmarks are in the right place! Sometimes doesn’t copy over well on PCs. Trainer Talk: WHY Grade 2?? When you think it should be grade 2, let me know why. This example takes some thinking.

68 Example, cont’d Ian’s performance on 3rd grade ORF did not meet the criteria. He did not meet the criteria for 2nd grade and exceeded it on 1st grade ORF. NWF and PSF benchmarks have been met. A goal will be set based on the end of 2nd grade (at least 87 correct words per minute) by the Winter of 4th grade and Ian’s progress will be monitored in 2nd grade level materials. Trainer Note: It may be helpful to put a copy of a DIBELS Next progress monitoring graph on your document camera to illustrate this example. Trainer Talk: “What happens in the winter for Ian if he meets that goal? Set a new goal. Where would you set the new goal? You would set the goal of the end of third grade by the end of fourth for Ian. Beginning of fourth grade at the beginning of fifth grade, etc. with the goal of closing the achievement gap.

69 Example Beth is a 5th grade student functioning in the intensive range on AIMSweb Fall Benchmark assessment. Survey level assessment data 5th - 23 cwpm 4th - 37 cwpm 3rd - 42 cwpm 2nd - 48 cwpm

70 Trainer Notes: This is an animated slides. This graph shows the ranges of CWPM for the 25th to the 75th percentiles for the fall, winter, and spring from winter of 1st grade to spring of 8th grade.

71 Example, cont’d Beth did not meet benchmark in 5th, 4th, or 3rd grade level materials. She did meet benchmark for fall of 2nd grade. A goal will be set for the end of 3rd grade grade (at least 98 correct words per minute) and Beth will be progress monitored in 3rd grade level materials.

72 Partner Practice Determine the grade level appropriate for goal setting and progress monitoring for these students: Sarah earned these median cwpm scores in fall of 3rd grade. PSF and NWF benchmarks have been met. 3rd – 27 cwpm/ 70% accuracy, 2nd – 31 cwpm/72% accuracy, 1st – 33 cwpm/80% accuracy Noah earned these median cwpm scores in winter of 3rd grade. PSF and NWF benchmarks have been met. 3rd – 36 cwpm/ 70% accuracy, 2nd – 49 cwpm/ 91% accuracy, 1st – 52 cwpm / 97% accuracy Trainer Notes: Provide at least 10 minutes for partners to complete this activity. This partner practice should start by 11:45 a.m. and end at 12:00 p.m. Once the partners have finished, it would be a good idea to debrief with the whole group to be sure that everyone is on the same page. Here are the answers: Sarah – since PSF and NWF have been met she would be PM in 1st grade materials. Her goal would be set for at least 47 cwpm in first grade material with at least 90% accuracy by winter and at least 87 cwpm in second grade materials with at least 90% accuracy by spring. Initially she would be progress monitored in 1st grade materials (DORF) and then switch to 2nd grade (DORF) when she meets her first goal. Noah – His goal would be set for at least 87 cwpm in second grade materials with at least 90% accuracy by spring. Progress monitoring would occur using 2nd grade materials. An even more ambitious goal would be to consider a third grade goal and up the accuracy percentage. THINK SEMESTER TO SEMESTER. A YEAR’S GROWTH IN HALF THE TIME. If you are in the winter, think winter to spring. Move a whole year within that time.

73 Extra Partner Practice
Determine the grade level appropriate for goal setting and progress monitoring for these students: Sam earned these median cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met. 4th - 17, 3rd - 22, 2nd - 23, 1st - 42 Dave earned these median cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met. 5th - 23, 4th - 26, 3rd - 21, 2nd - 45 Trainer Notes: Provide at least 10 minutes for partners to complete this activity. This partner practice should start by 11:45 a.m. and end at 12:00 p.m. Once the partners have finished, it would be a good idea to debrief with the whole group to be sure that everyone is on the same page. Here are the answers: Sam - at or above benchmark in Winter of 1st… goal would be end of 2nd grade at least 77 cwpm, progress monitor in 2nd grade materials. Dave - at or above benchmark in Fall of 2nd… goal would be end of 3rd grade at least 92 cwpm, progress monitor in 3rd grade materials Point out that they can enter out of grade level into the website.

74 Team Time Develop an Implementation Plan for ensuring that your staff are accurately trained in Survey Level Assessment (SLA) and have the necessary supports to ensure that SLA is happening for appropriate students. Trainer Notes: This team time will be the first thing following lunch. Provide 10 minutes for this team time. This will start at 12:40 p.m. and end at 1:50 p.m.

75 Trainer Notes: This is an animated slide. Trainer Talk: “So we are back to the flowchart. We’ve completed Survey Level Assessment with those students for whom it was appropriate. This has helped us to identify the appropriate grade level materials for progress monitoring and goal setting as well as helped to provide some information about instructional/intervention needs. (ADVANDE SLIDE) Now we need to assess decoding skills through error analysis and/or diagnostic assessments, if appropriate for the student.”

76 Do we need to dig deeper with all students?
Not all students! Teacher validation needed Multiple measures needed Why do we dig deeper? Need to REALLY make SURE the intervention is going to meet their needs Trainer Talk: “Does this mean that we need to dig deeper for ALL students functioning in the intensive range. ABSOLUTELY NOT! Just by using the Instrucitonal Grouping Worksheet process that we introduced you to during Strategic Support for Struggling Readers this past fall, there might be enough information from the screening data to link the child to the right intervention. But with a few students you may need more information because we want to really make sure the intervention is going to meet their needs. If we are going to spend precious resources on this level of support (time, people, materials) then we want to make sure we are on the right path to supporting the child.”

77 If the student is not fluent or accurate, assess decoding
Does the student make consistent errors? Has the student mastered basic phonics? Has the student mastered phonemic awareness? Trainer Talk: “The next decision we will come to in the flow-chart has to do with what to do if the child is not an accurate and fluent reader. We will need to assess the student’s decoding ability. So the kinds of questions you will want to ask yourself include: is the student making consistent errors? Has the student mastered basic phonics skills? Is the student able to hear the sounds in words (the individual phonemes)? So has the student mastered phonemic awareness?”

78 Diagnostic Tools CORE – Assessing Reading: Multiple Measures (www.corelearn.org) Phonemic Awareness Decoding /Word Attack Spelling Fluency Vocabulary Comprehension Trainer Talk: “Sometimes you might not be able to identify a pattern of errors just by looking at the DIBELS or AIMSweb assessment booklets. If that is the case and you do in fact need more information on the student then here are some additional tools you might want to use. Here are some products listed below. For the Reading Great Reading Company, you can request to receive a set of complimentary surveys. There are other tools you can use as well. The CORE Assessing Reading Multiple Measures is another tool that has diagnostic assessments for phonics, vocabulary, etc. Again, you should not be conducting diagnostic assessments for ALL kids who are functioning below grade level (having targeted and intensive needs). It should only be for those kids where more information is needed to develop your hypothesis for the instructional/intervention plan that needs to be developed.”

79 CORE Diagnostic Plan Grades 2-3
Work on grade level curriculum If at grade level Core Reading Maze IF LOW Oral Reading Fluency Work on Vocabulary and Comprehension Strategies If at grade level IF LOW CORE Graded High Frequency Word Survey and /or Vocabulary Survey If at grade level Work on Spelling, fluency, vocabulary and comprehension strategies Adapted from CORE Assessing Reading Multiple Measures, 2nd Edition

80 CORE Diagnostic Plan Grades 2-3 Cont.
If Low Work on spelling, sight word recognition, fluency, vocabulary comprehension strategies Core Phonics Survey If at grade level IF LOW CORE Phoneme Deletion or Phoneme Segmentation Test Work on phonics, spelling, sight word recognition, fluency, vocabulary comprehension strategies If at grade level IF LOW If at grade level Phonemic Awareness phonics, spelling, sight word recognition, fluency, vocabulary comprehension strategies Consider referral for Formal assessment Adapted from CORE Assessing Reading Multiple Measures, 2nd Edition

81 CORE Diagnostic Plan Grades 4 - 6
Norm Referenced Comprehension Test CORE Maze Comprehension Test Work on grade level curriculum If at grade level IF LOW Intervention Placement Test Oral Reading Fluency Vocabulary Screening Graded Word Lists If at grade level Work on Comprehension Strategies IF LOW If at grade level Work on Spelling, fluency, vocabulary and comprehension strategies CORE Phonics Survey Adapted from CORE Assessing Reading Multiple Measures, 2nd Edition

82 CORE Diagnostic Plan Grades 4 – 6 Cont.
If Low Work on phonics Spelling, fluency, vocabulary and comprehension strategies If at grade level CORE Phoneme Segmentation Test IF LOW Consider referral for formal assessment Work on phonemic awareness phonics, spelling, sight word recognition, fluency, vocabulary comprehension strategies If at grade level Adapted from CORE Assessing Reading Multiple Measures, 2nd Edition

83 Discuss Potential Uses
Team Time Review the Flowcharts, the CORE Phonics Screener, Phonological Awareness, and Vocabulary Screening Discuss Potential Uses . Trainer Notes: Provide teams with 15 minutes for this team time. This team time will go from 1:10 p.m. to 1:25 p.m.

84 4.0 Intervene: Planning and Implementing Instructional Support
Trainer Notes: This module should begin at 1:35 p.m. and run from 2:40 p.m. with an embedded 15 minute break from 2:10 p.m. to 2:25 p.m. Trainer Talk: “Let’s move into how to intervene with the student who has intensive reading needs.” 4.0 Intervene: Planning and Implementing Instructional Support District Cohort 1-Elementary Schools Winter , 2013

85 Jessica Fourth Grade Student
Case Study Example Trainer Notes: As you are walking teams through the Case Study Example, be sure to have a copy of the “Decision Framework for Planning Instructional Supports” posted to refer the teams to each step in the process. Either use an document camera or refer back to the slide. Trainer Talk: “We are going to walk through a case study example that demonstrates the Decision Framework for Planning Instructional Supports. This case study example is in your participant workbook.” Jessica Fourth Grade Student

86 Background Information
Fourth Grade Good attendance record Math is a relative strength (not an area of concern) School records indicate Reading has historically been an area of difficulty DIBELS Next Fall Benchmark Scores: ORF: 56 Accuracy 72% Retell: 32 Daze: 15 Teacher confirms Benchmark data Intervention in Third Grade was Read Naturally 3x/week Trainer Notes: This is an animated slide. Boxes will appear to highlight the parts of the Outcomes Driven Model represented by the information. The first box looks at the DIBELS Next Fall Benchmark scores which identifies the need for support. The second box highlights the validating of the data, in this case the teacher confirms that the benchmark data reflects what she sees in the classroom. Using the DIBELS Next Grouping Sheets, this data indicates that Jessica should be receiving intervention support in “ accurate and fluent word reading and decoding skills in connected text.”

87 Applying the Decision Framework
Benchmark Data & Teacher Confirmation indicate Jessica’s performance is below benchmark. Accurate? – No (72% accuracy) Survey Level Assessment – 3rd Grade median was 78 correct words per minute (cwm) with 87% accuracy & 2nd Grade median was 89 cwm; goal will be set at 100 cwm in Third Grade materials by Winter of Fourth Grade with at least 95% accuracy Assess Decoding Skills – Examined Error Pattern on DIBELS ORF passages & administered the “Advanced Decoding Skills Survey”

88 Assessment Data Examining Screening Data :
High Accuracy with Sight Words High Accuracy with CVC and CVCe words Frequent Errors with Multi-syllabic words Frequent Errors with Prefixes and Suffixes “Advanced Decoding Skills Survey” Data: Single Syllable Words (8/8 correct) Long Vowel Words (4/4 correct) Vowel Combinations (2/5 correct) Vowel + r (0/3 correct) Multi-Syllabic Words (2/13 correct)

89 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Jessica Smith 4th Mr. Fox vack said foe fard gof lurm kimpult grewckle Difficulty with r-controlled vowels Difficulty with multi-syllabic words slafnid derper panvantist worker sevenal refresh fanatics demonstate lotten 16 11

90 Matching Intervention to Need
When given a fourth grade reading passage from DIBELS Next, Jessica reads 56 correct words per minute with 72% accuracy. The end of year benchmark goal for DIBELS Next for fourth grade is at least 115 correct words per minute with 95% accuracy.

91 Matching Intervention to Need
Additional assessment indicates that Jessica demonstrates difficulty with decoding multisyllabic words, and various vowel patterns, including r-controlled vowels in connected text. In addition to instruction targeting these skills in her teacher-led small group within the 4th grade reading block, Jessica will participate in a REWARDS (Intermediate Level) intervention group daily for 30 minutes with six other students in a group lead by a paraprofessional. Trainer Notes: Make sure that you emphasize that this is NOT taking her out of the 4th grade reading block but is intensifying that block. If you are sitting there thinking, hmm This doesn’t quite match what we talked about earlier today. We purposely didn’t make it match exactly. We want them to discuss this. May want to have participants “X” out the wording and put in the correct wording to take away.

92 What is Tier III or Intensive Instructional Support?
Tier 3 support is . . . Driven by individual student needs Smaller group size, more opportunities for students to receive feedback Additional time (in addition to the core) Progress monitoring at least weekly Tier 3 support is not . . . Just what the building has to offer Groups with multiple needs A place to “dump” kids During core instruction “Watered” or slowed down instruction Trainer Notes: May want to touch is Tier 3 special education or not? Or can it be both? Students in Tier 3 can receive Special Ed support, students not in Tier 3 can receive special ed supports.

93 Considerations for selecting resources for intensive supports . . .
Do the resources: Address the needs of the students Have evidence of effectiveness Allow for sufficient time Have enough intensity, e.g. provide systematic, explicit instruction with ample practice opportunities and cumulative review Trainer Notes: This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black. Here are some considerations when considering supports for students with Intensive reading needs. Taken from Anita Archer’s “BIG IDEAS in Intensive Reading programs” paper Research- validated or research-based programs with proven effectiveness in accelerating student gains. Extended instructional time to accelerate gains. Systematic, explicit instruction with ample practice opportunities and cumulative review. Programs that emphasize the components of reading needed by the students including: oral language, phonemic awareness, decoding, fluency, vocabulary, background knowledge, comprehension and writing.

94 Ways to Intensify Interventions
94

95 Team Time Individually review the “Ways to Intensify Interventions” chart and handout. As a team, review Jessica’s intervention plan and the chart to identify at least two things that could be altered to intensify her intervention if she were not making sufficient progress. Be prepared to share out with the whole group. Trainer Notes: This team time should begin at 1:55 p.m. and will end at 2:10 p.m. followed by a 15 minute break from 2:10 p.m. to 2:25 p.m. Provide 10 minutes to discuss as a Team and 5 minutes to debrief as a group Possible things participants may come up with: You could arrange her instruction with a classroom teacher rather than a paraprofessional Add on to the intervention with some extra skill practice for her or extra practice within the classroom Preteaching components: Take some of the multisyllabic words in the core and preteach those to Jessica to give her extra practice Make sure you are progress monitoring every week to ensure that what they have set up is working Have her intervention occur in addition to the 90 minute block instead of witihin Count positive opportunities to respond Adjust length of time for the REWARDS lesson so you could get through a lesson in one session (e.g. extend to 45 minutes) Really look at the coordination of the instruction between the REWARDS teacher and the general education teacher to maximize the strategy she is learning there.

96 Possible Interventions for Students Scoring in the Intensive Level
Read Well (K-2) Publisher: Sopris West Reading Mastery (K-6) Publisher: SRA/McGraw Hill Corrective Reading (3/4 – 12) Publisher: SRA/McGraw Hill Language! (3-12) Publisher: Sopris West Trainer Talk: “Here are some possible interventions. Make sure we make a note that the interventions need to be generalized to reading connected text. Also make sure you give the placement test for these programs and start kids at the right place!!”

97 Implement Instructional Support Once you identified what, how do you increase teacher expertise?
Training Coaching Modeling Ensuring Fidelity of Intervention(s) Opportunities to network with other teachers and share experience Trainer Talk: “As a leadership team, you will need to think about what resources are offered for intensive intervention and problem-solve around the training, coaching, and fidelity of the use of the interventions. Have the right people received training in the programs or is there an assumption that because the program is scripted (i.e. Reading Mastery, Corrective Reading) that training is not needed? Is there a way for the people implementing the interventions to receive coaching and feedback regarding the implementation of the intervention and how are we checking for fidelity of implementation with the program? “

98 Trainer Talk: “Recall the Implementation Plan worksheet that we’ve been prompting you to utilize this year. When you determine appropriate intervention supports you must be sure that all of the areas on this Implementation Plan are addressed.”

99 Team Time Other than materials, how are you intensifying intervention supports (time, group size, opportunities to respond, etc.)? How are you increasing teacher expertise with intervention resources? How are you ensuring that interventions are being implemented as designed (fidelity of interventions)? Trainer Notes: Provide teams with 15 minutes for this team time. This team time should begin at 2:30 and end at 2:45 p.m.

100 5.0 Evaluate Instructional Support
Trainer Notes: This module should begin at 2:45 p.m. and end at 3:30 p.m. 5.0 Evaluate Instructional Support District Cohort 1-Elementary Schools Winter , 2013

101 Evaluating Instructional Supports
Evaluation of instructional supports should occur at many levels. Districtwide Schoolwide Grade Level Intervention Group Individual Student Trainer Note: This is an animated slide. Trainer Talk: “When we talk about evaluating instructional supports it is important to keep in mind that it can and should be occurring at multiple levels. During the Winter Data Review activities this morning, we asked you to review your data from a schoolwide and grade level perspective (ADVANCE SLIDE). When we are talking about providing intensive support for struggling readers, our focus needs to include the performance of individual students along with how effective an intervention group is for the students in the group.”

102 Evaluating Instructional Supports
Multiple Sources of Data Reviewed: Individual Student Mastery Assessments within Intensive Program Intervention Implementation Fidelity Data (observation checklists) Trainer Talk: “In order to sufficiently evaluate instructional supports, we will need to look at multiple sources of data. These include progress monitoring data from individual student’s, intervention implementation fidelity data, and information from the Tier 2/3 Intervention Tracking Tool.”

103 Review: How did we do? Updated Action Plan
Identify Students with Intensive Reading Needs Match Intervention to Student Needs Resources to Support Students with Intensive Needs Progress Monitoring Trainer Notes: This is meant to be just be a quick review of how we did in meeting the intended outcomes for the day. Use a fist to five strategy if you’d like.

104 Team Time ACTION PLANNING Winter Data Analysis:
Celebrations and Challenges Winter Grade Level Meetings Survey Level Assessments Diagnostic Assessments: Multiple Measures IES Principals Guide Be prepared to share out NEXT STEPS Trainer Notes: This team time should begin at 1:55 p.m. and will end at 2:10 p.m. followed by a 15 minute break from 2:10 p.m. to 2:25 p.m. Provide 10 minutes to discuss as a Team and 5 minutes to debrief as a group Possible things participants may come up with: You could arrange her instruction with a classroom teacher rather than a paraprofessional Add on to the intervention with some extra skill practice for her or extra practice within the classroom Preteaching components: Take some of the multisyllabic words in the core and preteach those to Jessica to give her extra practice Make sure you are progress monitoring every week to ensure that what they have set up is working Have her intervention occur in addition to the 90 minute block instead of witihin Count positive opportunities to respond Adjust length of time for the REWARDS lesson so you could get through a lesson in one session (e.g. extend to 45 minutes) Really look at the coordination of the instruction between the REWARDS teacher and the general education teacher to maximize the strategy she is learning there.

105 The work you are doing is so important
The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students! Safe travels! Trainer Notes: Be sure to pass out the evaluation for today. Remember that the day must run through 3:30 p.m. as outlined by the SB-CEU requirements.


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