1. Moving Research into Classrooms: Hillsboro School District’s Plan for Multi-tiered Literacy Instruction K-12 College of Education Center on Teaching and Learning

2. College of Education University of Oregon College of Education Center on Teaching and Learning Introductions Brenda Kephart, Office of School Performance Director kephartb@hsd.k12.or.us Christie M. Petersen, Title I Coordinator petersch@hsd.k12.or.us Pam Zinn, EBISS Coordinator zinnp@hsd.k12.or.us

3. College of Education University of Oregon College of Education Center on Teaching and Learning The Mission of the Hillsboro School District is to ensure each student graduates prepared to succeed and contribute in a global society by engaging our diverse learners in challenging, personalized programs of educational excellence.

4. College of Education University of Oregon College of Education Center on Teaching and Learning Demographics Year Total Pop HispanicWhiteBlackAsian 1996 15,898 2,418 15.2%12,514 78.7%182 1.1%697 4.4% 2000 18,081 3,632 20.1%12,930 71.5%291 1.6%1,102 6.1% 2005 19,562 5,379 27.5%12,233 63.5%437 2.2%1,386 7.1% 2008 20,251 6,237 30.8%11,794 58.2%528 2.6%1,542 7.6%

5. College of Education University of Oregon College of Education Center on Teaching and Learning Students in Need ( Free-Reduced Lunch Rates ) YearNumbersPercentage 1996450528.21% 2000503427.88% 2009880243.7%

6. College of Education University of Oregon College of Education Center on Teaching and Learning Time Line for Hillsboro 2005-2007 All Title schools started using Universal Screenings Reading Coaches in Title Schools Supplemental Kinder started Title Schools have basic literacy plan that all followed- with Literacy Quadrant resource Approved core, supplemental and intervention programs- Scientifically Research Based Literacy Cadre started with non Title Principals PBIS Implementation first phase in 17 schools

7. College of Education University of Oregon College of Education Center on Teaching and Learning Time Line for Hillsboro 2007-2009 LA Task Force for new LA adoption- spent one year in process PBIS phase two of roll out in another nine schools K-12 Literacy Plan implemented EBISS Leadership team formed Instructional/Intervention Coaches added to the non Title Elementary & Secondary Schools Developed HSD EBISS/RTI Manual Begin roll out of RtI phase one PBIS last phase of roll out of four remaining schools

8. College of Education University of Oregon College of Education Center on Teaching and Learning Critical Features: K-12 Literacy Plan MATERIALS & INSTRUCTION TIME & GROUPING ASSESSMENT & DATA UTILIZATION SCHOOL ORGANIZATION & SUPPORT PROFESSIONAL DEVELOPMENT SCHOOL & DISTRICT LEADERSHIP COACHING

9. College of Education University of Oregon College of Education Center on Teaching and Learning  We can effectively teach all children.  Administer universal benchmark assessments three times a year.  Deliver instruction from a core program for all.  Use research-based, scientifically validated curriculum, interventions, and instruction.  Use a multi-tier model of service delivery.  Intervene early.  Use data to make instructional decisions.  Monitor student progress to inform instruction.  Increase time and intensity of instruction when students fall behind. CORE Principles of HSD K-12 Literacy Framework

10. College of Education University of Oregon College of Education Center on Teaching and Learning A Closer Look at Our Data

11. College of Education University of Oregon College of Education Center on Teaching and Learning Kindergarten Progress 2004-2009 DIBELS Data

12. College of Education University of Oregon College of Education Center on Teaching and Learning First Grade Progress 2004-2009 DIBELS Data

13. College of Education University of Oregon College of Education Center on Teaching and Learning Second Grade Progress 2004-2009 DIBELS Data

14. College of Education University of Oregon College of Education Center on Teaching and Learning How Are We Doing?

15. College of Education University of Oregon College of Education Center on Teaching and Learning How Are We Doing?

16. College of Education University of Oregon College of Education Center on Teaching and Learning Hillsboro School District’s IES Practice Guide Implementation

17. College of Education University of Oregon College of Education Center on Teaching and Learning Recommendation 1 Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regularly monitor the progress of students who are at elevated risk for developing reading disabilities.

18. College of Education University of Oregon College of Education Center on Teaching and Learning Hillsboro’s Plan for Universal Screening  District level team KAT (K-8 Assessment Team) 3 times yearly DIBELS & easyCBM (K-8)  Things that need to be in place Coordinator at District and school level Initial training then Refresher trainings Calibration training Periodic fidelity checks

19. College of Education University of Oregon College of Education Center on Teaching and Learning Tier 1: Benchmark  DIBELS two additional times per year  In program assessments Tier 2: Strategic  DIBELS Monthly  In program assessments (core & interventions) Tier 3: Intensive  Non-EBISS schools DIBELS bi-monthly In program assessments  EBISS Schools DIBELS Weekly In program assessments Progress Monitoring Schedule

20. College of Education University of Oregon College of Education Center on Teaching and Learning Students are significantly below benchmark targets as measured by multiple assessments. Ninety minutes of intensive instruction is needed to help the student catch up in a replacement program. An additional thirty to sixty minutes focused on the area of weakness may be needed. Assessments occur every 1-2 weeks. INTENSIVE STRATEGIC Students are not meeting benchmark targets as measured by multiple assessments. Ninety minutes of instruction (direct, re/pre teaching and adjustments in pacing and complexity is needed for the student to catch up. Assessments must occur every 3-4 weeks. BENCHMARK Students are generally meeting benchmark targets as measured by multiple assessments. There may be an occasional need for re-teaching. Some sort of differentiated instruction is woven into lesson planning. Generally, no interventions are need. Assessments should occur every 6- 8 weeks. ADVANCED Students consistently exceed benchmark targets and handle advanced materials. Interventions need to provide challenge, extension and enrichment. Assessments should occur every 6-8 weeks.

21. College of Education University of Oregon College of Education Center on Teaching and Learning Recommendation 2 Provide differentiated reading instruction for all students based on assessments of students’ current reading levels (Tier 1)

22. College of Education University of Oregon College of Education Center on Teaching and Learning Advanced Instruction Time Elementary: 90 minutes of Adopted Reading Curriculum and 60 minutes Language Arts (Writing, Grammar, Speaking & Spelling) Middle School: 90 Minutes Accelerated Language Arts Curriculum High School: Advanced Language Arts Class Instruction Advanced Instruction (High School: AP/IB) Comprehensive supplemental instruction Small differentiated groups within the class Balanced non-fiction and fictional text Independent application of higher order thinking skills Extended vocabulary and comprehension strategies Application of skills and strategies Challenging materials for student level/rate Standards beyond grade level expectations Transitional support between tiers Assessment Universal Screening, Formative, and Summative

23. College of Education University of Oregon College of Education Center on Teaching and Learning Benchmark (Tier 1) Instruction Time: Elementary: 90 minutes of Adopted Reading Curriculum and 60 minutes Language Arts (Writing, Grammar, Speaking & Spelling) Middle School: 90 Minutes Adopted Language Arts Curriculum Instruction High School: Language Arts Class Instruction: Comprehensive adopted core instruction Comprehensive supplemental instruction Small differentiated groups within the class Balanced non-fiction and fictional text Develop higher order thinking skills Enhance vocabulary and comprehension strategies Explicit, direct and sequential instruction, modeling, think-aloud, check for understanding, active engagement, and guided practice Independent practice Transitional support between tiers Assessment Universal Screening, Formative, and Summative

24. College of Education University of Oregon College of Education Center on Teaching and Learning Tier 1 Support in HSD  Houghton Mifflin Core  Houghton Mifflin Enhancements  Coaching  Teacher training in reading and interpreting data  Data driven decision rules

25. College of Education University of Oregon College of Education Center on Teaching and Learning HSD Decision Rules for Non-EBISS Schools Grade level collaboration team meetings every 4-6 weeks:  Based on DIBELS PM & In program assessment, decisions are made regarding a student’s response to intervention  Level of support adjusted

26. College of Education University of Oregon College of Education Center on Teaching and Learning HSD Decision Rules (EBISS Schools)  EBISS Intervention Team meetings every 6 weeks  Standardized Decision Rules & Protocols that are used to guide instructional decision making for students (RtI/ LD eligibility)

27. Intervention Adjustments and Changes Adjustments to Intervention (Applied to intervention as necessary, does not require documentation or EBISS team decision) Considerations for the Student  Motivation o Add incentives o Change incentives o Increase success goal o Increase communication between interventionist, classroom teacher, and parent o Add a behavior plan o Add an attendance plan o Provide additional language support  Increase level of active engagement Considerations for Curriculum/Program  Check fidelity of implementation of program o Provide additional training o Add a coaching component o Materials are adequate to accommodate all students Considerations for Instruction (Practices)  Increase explicit strategy instruction  Increase pace of instruction  Increase opportunities to respond  Pre-Teach and/or Re-Teach Lessons  Employ standard cueing correction procedures  Build/activate prior knowledge  Increase the use of graphic organizers Considerations for Instruction (Logistics)  Change instructor  Change seating within group  Provide instruction in small units throughout the day  Change physical environment  Daily lesson completion (add time if needed) Change in Intervention Constitutes a new intervention, decided upon by EBISS team Add additional intervention session Reduce group size by 50% Change curriculum according to K-12 Literacy Plan

28. College of Education University of Oregon College of Education Center on Teaching and Learning Recommendation 3 Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark score on universal screening. Typically, these groups meet between three and five times a week for 20 to 40 minutes (Tier 2).

29. College of Education University of Oregon College of Education Center on Teaching and Learning Strategic (Tier 2) Instruction TIME Elementary: 90 minutes of Explicit Adopted Reading Curriculum w/ additional 30 minutes Supplemental Curriculum and 60 minutes Language Arts (Writing, Grammar, Speaking, and Spelling) Middle School: 60 minutes Adopted Language Arts Instruction with support, plus 60 minutes Literacy Intervention High School: 2 classes: Adopted Language Arts Curriculum with support, plus Literacy Intervention INSTRUCTION Enhanced comprehensive adopted core instruction Accelerated supplemental intervention Highly qualified instructor Native language literacy support Small class (19-24) Daily small groups (low teacher ratio proportionally appropriate to grade level) Targeting instruction to meet student’s need(s): phonics, fluency, vocabulary, comprehension, language and writing Transitional support between tiers Communication with student, parents, instructional staff, and specialist Explicit, direct and sequential instruction, modeling, think-aloud, check for understanding, active engagement, and guided practice Assessment Universal Screening, Progress Monitoring, Formative, and Summative

30. College of Education University of Oregon College of Education Center on Teaching and Learning Houghton Mifflin Enhancement  Strengthen the core  Lesson Maps & Templates Taught daily Repetition of skills to build automaticity gradually Direct, Explicit Instruction for teacher-student interaction with opportunities for practice and feedback

31. College of Education University of Oregon College of Education Center on Teaching and Learning Recommendation 4 Monitoring the progress of Tier 2 students at least once a month. Use these data to determine whether students still require intervention. For those still making insufficient progress, teams should design a Tier 3 intervention plan.

32. College of Education University of Oregon College of Education Center on Teaching and Learning Collaboration  Teams meet monthly & review students data and use decision rules to make instructional changes  Collaboration/EBISS data teams are on going in nature and continue to meet, discuss, and determine next steps for students who continue to fall below aimlines.

33. College of Education University of Oregon College of Education Center on Teaching and Learning Recommendation 5 Provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time in Tier 2 small group instruction (Tier 3)

34. College of Education University of Oregon College of Education Center on Teaching and Learning HSD K-12 Literacy Plan moves right to Tier 3 if students are intensive to aggressively close the achievement gap for students!

35. College of Education University of Oregon College of Education Center on Teaching and Learning Yearly Goal Yearly Trend Line for Students 2 years Behind September June Yearly Growth for All and Catch-Up Growth for Some Benchmark Trend Line Catch-Up Growth

36. College of Education University of Oregon College of Education Center on Teaching and Learning Intensive (Tier 3) Instruction TIME Elementary: 90 minutes of Replacement Curriculum w/ additional 30 minutes Targeted Intervention and 60 minutes Language Arts (Writing, Grammar, Speaking and Spelling) Middle School: 90 minutes of Replacement Curriculum Literacy Intervention High School: 90 minutes of Replacement Curriculum Literacy Intervention INSTRUCTION Replacement intervention instruction Accelerated literacy intervention Highly qualified instructor Fidelity of instruction Native language literacy support Smallest class size (16-18) Daily small groups (low teacher ratio proportionally appropriate to grade level) Targeting instruction to meet students’ needs: phonics, fluency, vocabulary, comprehension, language & writing Transitional support between tiers Response to intervention model Communication with student, parents, instructional staff, and specialist Explicit, direct and sequential instruction, modeling, think-aloud, check for understanding, active engagement, and guided practice Multiple opportunities for practice 5 Mores: explicit instruction, modeling, guided practice, feedback, & time Assessment Universal Screening, Progress Monitoring, Formative, and Summative

37. College of Education University of Oregon College of Education Center on Teaching and Learning Lincoln Street Video: Our Plan in Action!  Visitors welcome  Contact either Brenda Kephart or Christie Petersen for more information regarding scheduling.

38. College of Education University of Oregon College of Education Center on Teaching and Learning The greatest danger for most of us is not that our aim is too high and miss it, but that it is too low and we reach it. Michelangelo