1. Interpreting Reading Data for Effective Instructional Grouping at the Middle and High School Kim Hosford and Moira K. McKenna RTI Specialists/School Psychologists, SOESD NWPBIS Conference, Corvallis, Oregon March 8, 2010

2. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

3. 3 EBISS EBISS Effective Behavioral and Instructional Support Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Small Group/Individual students Assessment-based High Intensity Intensive, Individual Interventions Individual students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (some risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Academic SystemsBehavioral Systems

4. Academic & Behavior Support: Inter-related Domains  Illiteracy linked to increased rates of high school drop out  Outcomes ◦ 80% employed in labor force with a bachelor’s degree ◦ 65% employed with high school degree ◦ 43% of high school drop outs who are 25 yrs and older (1998)  Low levels of literacy and high levels of violence – interwoven issues

5. Academic & Behavior Support Integrated Systems of prevention and remediation (Walker & Shinn, 2002) Requires changing norms and expectations around aggressive behavior and how we relate to each other interpersonally

6. Academic & Behavior Support  Address known risk factors associated with future violence, and build upon known protective factors by targeting and intervening early, prior to patterns of antisocial behavior becoming established (Eddy, Reid,& Curry, 2002)  “Zero-Tolerance” policies doomed to failure ◦ At best, maintains status-quo (Walker & Shinn, 2002)

7. Curriculum-Based Measurement (CBM) Definition and Evidence-Base CBM is a brief, standardized assessment that documents student achievement through a systematic sampling of skills that represent the annual curriculum (Fuchs, 2004; Shinn, 2002, 1998, 1989; Deno, 1986) Alternate passages are of equivalent difficulty, whereby each measure is represented by the same level of complexity, gaining an accurate measure of student growth Growth is measured by Universal Screening and Progress Monitoring

8. Types of CBM General Outcome Measures (GOM) – application of skill to independent task – leveled passages that can be used for progress monitoring Skills-Based Measures (SBM) – leveled measures that assess proficiency on a specific set of skills that students are expected to perform per grade-level standards – Most commonly seen in mathematics/mixed math computation Mastery Measures (MM) – Focuses on student attainment of finite skills – not appropriate for progress monitoring

9. Utility of CBMs Screening Decisions – identify which students may need instructional support Progress Monitoring Decisions – decide when to modify instruction, teach new skills, and/or revise goals Diagnostic Decisions – to target specific skill(s) for support Outcome Decisions – to modify instruction, change intervention, or reintegrate back into general education support

10. CBM as Convergent Data Technically reliable and valid GOMs and SBMs will be used for Universal Screening and Progress Monitoring of student performance MM will be used to determine if a student is able to present skills taught in a lesson or unit Student performance measures from these, and other relevant sources of information, will be used to determine student growth as aligned with standards

11. Jumping into Data Collection Easiest – Obtain AIMSweb Maze or other Maze comprehension screener – Distribute to all teachers who teach 1 st period – Principal directs the assessment during the first 10 minutes of 1 st period Tell students to put materials away and get out a pencil Tell teachers to pass out Maze face down Tell students to turn to the first page and walk through example Read standardized prompt and complete Maze Teachers collect papers

12. Maze Scoring Options Option 1 Each teacher scores the class they administered Option 2 A group of teachers is paid to stay after school to score Option 3 EA’s score Option 4 Language Arts teachers score during prep Other Options Anything that works for your building

13. After Maze is Scored The data needs to be entered into a data management system – The most likely person for this task is someone familiar with entering data – If you have AIMSweb, familiarity with this system is helpful – If you are going to use an Excel spreadsheet, familiarity with Excel is helpful – Data must be entered accurately or you could incorrectly identify students

14. Sorting Maze Data We recommend – All students earning a score of 15 or lower on AIMSweb should be assessed with ORF – Current scores for Maze 25 th percentile in Fall/Winter/Spring from AIMSweb for grades 6-12 are as follows: FALLWINTERSPRING 6 th 141919 7 th 151720

15. Maze norms continued FALLWINTERSPRING 8 TH 161519 9 TH 151418 10 TH 151217 11 TH 151318 12 TH 161313 Given that fewer and fewer students in grades 10-12 are included in the data set, a score of 15 is relatively stable and should indicate those in need of further attention.

16. Oral Reading Fluency (ORF) In order to add greater clarity and confidence for instructional grouping, ORF needs to be administered for students who perform below the 25 th percentile Options for administering ORF to those identified – Obtain class lists and call students out of their Language Arts period one-by-one – Organize a group trained to administer ORF, set them up in a single location, and flood with students – The fewer individuals administering, the more likely your results will be accurate

17. Data Review DATA TEAM – Principal, School Psychologist, Language Arts, Special Education, ELL, Reading Specialist or Coach Sort Data – Calculate accuracy (# words read correctly ÷ total # words read = % accuracy) – If accuracy at or above 97%, problem is most likely fluency, consider programs like Six Minute Solution – through gr. 9, 6 minutes of instruction; primary, intermediate, secondary levels Great Leaps – all grades; 10-15 minutes of instruction Read Naturally – all grades; 3-30 minute sessions/wk See fcrr.org for other programs to address fluency

18. Data Review… Continued If accuracy between 95-97% look for error patterns, if sight word substitutions or omissions, consider re- administering ORF with a pep talk; if student reads with acceptable accuracy, consider fluency intervention If primarily multisyllabic word problem, student has mastered 2 nd grade phonics skills; teach syllabication and/or use a program that targets multi-syllabic words such as REWARDS Secondary (grades 6-12) Particularly in middle school, it may be very relevant to teach skills of syllabication to all students in Language Arts classes

19. Data Review & Instructional Grouping If patterns undetectable, administer a phonics screener and target error correction through instruction and practice May require a phonics program, such as: Phonics for Reading 40-50 minutes daily or split the lesson over 2 days Inexpensive in comparison to other programs Discover Intensive Phonics for Yourself aka Reading Horizons – computer plus DI 30-40 minutes, 3 days/wk minimum on computer; 1-6 stations. $999, 7-14 stations approx. $899 www.phonicstraining.com for program demo www.phonicstraining.com

20. Data Review…Continued If accuracy between 92-95% administer phonics screener and sort students by instructional need; more explicit programming is likely to be required It is unlikely that students below 92% accuracy understand what is being read due to lack of decoding skills These students are also likely to have language needs, specifically vocabulary deficits

21. Data Review & Instructional Grouping For these students, a robust reading program is recommended, such as: Corrective Reading Decoding and Comprehension – Research employing experimental design found significantly positive gains in word reading and fluency (Decoding), reading comprehension scores and demonstration of comprehension skills (Comprehension) – Small group (15 or less), 45-55 minutes, daily Language! – Two daily lessons that total 90 minutes – Whole-class, center-based program with flexible grouping and small group instruction provided by teacher

22. Logistics for Intervention Delivery With schedules, timing is an important and substantial consideration Once programming for skill instruction is aligned, the following questions will want to have already been answered: – Intervention curricula and programs are in-house – Teacher for intervention and progress monitor is identified – Schedule for data review by the data team is in place – If not completed in the spring, an approach to changing student schedules is defined

23. Strengthening Core Classes Expectations for instruction across content areas Vocabulary – Specific word instruction embedded in lessons with multiple opportunities to use language in context – Word learning instruction for words encountered in text Comprehension – What strategies do we expect students to know and perform, and at what grade-level? – Alignment of when strategies are taught, at what grade level and at what time of year – Use of strategies embedded in lesson plans and explicitly referenced

24. Instructional Grouping Take Home Points Use instructional recommendations as a guide; do not go by instructional recommendation alone Look more closely at the data and specific skill areas of deficit and proficiency; be discerning Leave meetings with a plan that addresses the needs of all students Think creatively, outside of the box Identify the smallest change that can be made to make the biggest impact in student performance

25. Resources Center on Teaching and Learning Improving Adolescent Literacy-Effective Classroom and Intervention Practices, US Dept. of Ed. Institute of Educational Sciences Recommendations http://ctl.uoregon.edu/pd/cf09/strands/adolescent _literacy Topics: Explicit vocabulary instruction Explicit comprehension strategy instruction Student motivation and engagement in literacy learning Individualized interventions for struggling readers

26. Thank you for supporting student literacy!