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Using universal screeners and targeted reading intervention at the secondary

Using universal screeners and targeted reading intervention at the secondary level: One high school’s approach. Winton Woods High School June 15, 2009. Greg Lynch, Intervention Specialist Jan Bell, Intervention Specialist Denise Davenport, Intervention Specialist

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Using universal screeners and targeted reading intervention at the secondary

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  1. Using universal screeners and targeted reading intervention at the secondary level: One high school’s approach. Winton Woods High School June 15, 2009 Greg Lynch, Intervention Specialist Jan Bell, Intervention Specialist Denise Davenport, Intervention Specialist Dr. Terri Holden, Principal Lisa Butts, School Psychologist Patty D’Arcy, Director of Student Services

  2. Overview • Winton Woods High School Demographics • Winton Woods High School Historical Performance Data • The Journey Toward an Integrated Systems (Three-Tiered) Model • Where We Are Now • The Future

  3. Demographics

  4. Median Income Figures

  5. Local Report Card Non-Test Indicators *Projected Data

  6. Local Report Card Grade 10 Indicators *Projected Data

  7. Local Report Card Grade 11 Indicators *Projected Data

  8. Grade 10 2009 Preliminary OGT Data

  9. Pass/Fail Percentages Grade 10 2008

  10. Average Score for Grade 10 2008

  11. Average Score: Students with Disabilities Grade 10 2009

  12. Pass/Fail Percentages: Students with Disabilities Grade 10 2009

  13. Average Score: Students with Disabilities Grade 10 2008

  14. Average Score: Students with Disabilities Grade 11 2009

  15. Pass/Fail Percentages: Students with Disabilities Grade 10 2008

  16. Pass/Fail Percentages: Students with Disabilities Grade 11 2009

  17. Addressing the Need • Increase student achievement • Increase OGT passage rates • Utilize SRB instructional strategies

  18. English 9 Class Project…

  19. Reading Screening • 6th Grade DIBELS • 24 Grade 9 students (co-taught class) • 1 English Class • Conducted by intervention specialist

  20. Determining Need • Students with Oral Reading Fluency Median scores of <130 • 7 Students Total (29%)

  21. Challenges • Time • Tradition/Buy In

  22. Assets Corrective Reading Materials Co-Teaching Model DIBELS K-6 Administrative Support Staff Support

  23. Corrective Reading • Why? • Two groups (3 students, 4 students) • One day weekly • 15 minutes

  24. Outcome

  25. Small, but Important Steps • 6/7 or 86% increased ORF from May to Dec. • 4/5 or 80% (with data) passed Reading OGT 2009 • 2/5 or 40% (with data) passed Five OGT sections 2009

  26. A Trial Run for 2009 Universal Screening in Reading • Trial: administered DIBELS to students in grade 9 English classes • Early feedback offers promise • Introduction to universal screening @ HS • Increase staff and student focus on reading • Results help to identify needs

  27. 2008-2009 DIBELS Scores

  28. Disaggregated DataGrade 9 DIBELS 15 Students Reading > 200 wpm • 11 females, 4 males • 9 African American, 2 White, 3 Hispanic, 1 Multiracial • 1 ESL identified, 0 Special Ed.

  29. Disaggregated DataGrade 9 DIBELS 14 Students Reading <90 wpm • 7 females, 7 males • 7 African American, 6 Hispanic, 1 Asian Pacific Islander • 7 ESL identified, 6 Special Ed. identified, 1 both ESL and Special Ed.

  30. The Future • Expand Universal Screening • Reading (DIBELS) • Math (CBM) • Enrollment of New Students • 2009-2010 Study Skills Classes • Special Ed. Students • Corrective Reading 2x/week • Strengthen instruction for ESL students • TESOL endorsed teacher • Change from tutoring model

  31. Ohio Improvement ProcessSchool-Wide Instructional Focus • Explicit vocabulary instruction • Explicit reading comprehension instruction • Non-narrative writing • Note-taking skills

  32. 80%

  33. Winton Woods Achievement Model (WWAM)

  34. The students of today now love luxury. They have bad manners. They show disrespect to adults, and love to talk, rather than work or exercise. They contradict their teachers, chatter in front of company, gobble down their food at the table, and intimidate their teachers. ????

  35. Disciplinary Actions Per 100 Students

  36. Five Basic Concepts of Classroom Management • Classroom Structure • Overtly Teaching how to behave (situation dependent) • Observe & monitor student behavior • Frequently Interact positively with students • Pre-plan how to Correct misbehavior fromCHAMPS (Randy Sprick’s Safe & Civil Schools)

  37. Consequences STOP behavior; consequences don’t change behavior. • Student motivation & encouragement are linked to student behavior. • Expect-Connect-Correct • Positive interaction ratio should be between 5:1 and 10:1. “Correction does much, but encouragement does more.” Goethe

  38. Positive Behavior Supports • Clear school-wide expectations • Comprehensive instruction in expected behaviors • System for providing consistent encouragement of expected behaviors and correction of behavior errors • Building community connections

  39. The Warrior Way… Respect Responsibility Excellence

  40. WWHS BEHAVIOR EXPECTIONS MATRIX WORKSHEET

  41. PBS Matrix: Classroom

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