Core Strength Training: Tier I for All!

1. Core Strength Training: Tier I for All! Dean Richards Jon Potter Northwest PBIS Conference March 9, 2010

2. Targets • Universal Screening • Core Instruction delivered with Fidelity • Tier 1 Data-Based Decision Making

3. Universal Screening “Screening involves brief assessments that are valid, reliable, and evidence-based. They are conducted with all students or targeted groups of students to identify students who are at risk of academic failure and, therefore, likely to need additional or alternative forms of instruction to supplement the conventional general education approach.” • National Center on Response to Intervention

4. Good Screening Tools Screening tools are NOT designed to: • Identify specific instructional levels for individual students • Identify WHY some students will need more support • Evaluate individual teachers • Take a large amount of instructional time and vary between classrooms Screening Tools are designed to: • Compare all students to the same grade-level standard • Accurately identify those who are on track to meet grade level expectations, and those who will need more support • Evaluate the quality of your schoolwide instructional system • Be efficient, standardized, reliable, and valid

5. Maze EasyCBM AIMSweb ORF DIBELS Math Computation Math Applications Math Tests of Early Numeracy Writing (Total Words Written) Writing (Correct Word Sequences) Quick Phonics assessment QRI-IV CORE Multiple Measures Assessment DRA2 Fountas and Pinnell Report cards Meeting OAKS standards Read Well Unit Tests, core curriculum weekly tests on skills that are learned Screeners Not Screeners

6. What is CBM? Curriculum Based Measures are usually composed of a set of standard directions, a timing device, set of materials, scoring rules, standards for judging performance, and record form or charts. These are also called General Outcome Measures (GOM)

7. Essential Features of CBM Tools • Robust indicator of academic health • Brief and easy to administer • Can be administered frequently • Must have multiple, equivalent forms • (If the metric isn’t the same, the data are meaningless) • Must be sensitive to growth

8. Why use a Universal Screener to Track Progress? Children who are poor readers in 1st grade are highly likely to fall further and further behind Good, R.H., Simmons, D.C., & Smith, S.B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 45-56

9. Essential Components of Effective Reading Instruction • Overtly teaching each step through teacher modeling and many examples (Gradual Release Model). Explicit Systematic Practice and Mastery Application and Feedback

10. Essential Components of Effective Reading Instruction • Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program Explicit Systematic Practice and Mastery Application and Feedback

11. Essential Components of Effective Reading Instruction • Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback. Explicit Systematic Practice and Mastery Application and Feedback

12. Essential Components of Effective Reading Instruction • Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read. Explicit Systematic Practice and Mastery Application and Feedback

13. Fidelity to the core • The BIG 5 • The scope and sequence • State standards

14. Big 5 + 5 What we teach… How we teach it… Classroom Organization Matching students to text Access to interesting text with choice and collaboration Writing and Reading Expert Tutoring • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

15. Fidelity to the core • The BIG 5 • The scope and sequence • State standards

16. Scope and sequence • We want to be sure that we know what has and what will be taught. This relieves pressure. • Mastery of skills looks different at all levels • Repeated opportunities to learn

17. Summarize • K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3 • 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5 • 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3, U5W1, U5W3, U5W4, U5W5 • 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5 • 4 U1W2, U1W3, U3W3, U3W4 • 5 U2W2, U2W3, U2W4, U6W1, U6W5 • 6 U2W4, U2W5, U6W3, U6W5 • (Example from one Oregon approved core)

18. Fidelity to the core • The BIG 5 • The scope and sequence • State standards

20. Why is fidelity important? • Comprehensive program that incorporates all components of reading • Students have the opportunity to make connections • Students read text that supports vocabulary, phonics, and comprehension lessons • The whole school has a common language, common goal, and common tools

21. Fidelity to the core Worksheets Fidelity

22. Fidelity to the core The core program provides the answer to what we teach. . . . we must bring our best instruction to answer “how we teach.” --Amy Petti, PSU

23. Evaluating your Core Program

24. Strong data analysis guides decisions “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister

25. Tier 1 Meetings: Purpose • To determine the effectiveness of the core, supplemental and intensive programming AND • Make necessary adjustments to these programs if they are not meeting the needs of most students

26. General Features

27. General Features

28. Do not get stuck in problem admiring

29. How do you help staff understand and use data? • Focus on data • What do the data tell you? • Define the problem • Develop hypotheses • Link to instruction Use an agenda or guiding questions to guide staff through the process

30. Guiding Questions • Based on districtwide screening data, is our core program sufficient for most students? • Review and analyze benchmark screening data. • Determine percentage of students at low risk, some risk and at-risk levels • Determine percentages compared to previous years and earlier in the year • Determine percentages of student movement amongst levels • Review annual OAKS testing data. • Determine percentage of students meeting minimum proficiency standards as set by the district • For example, Proficiency > 35%ile

31. Determine percentage of students at low risk, some risk and at-risk levels 15% 17%

32. Determine percentages compared to previous years and earlier in the year 15% 23% 17% 15%

33. Determine percentages of student movement amongst levels Intensive at Beginning of the year Strategic at Beginning of the year Benchmark at Beginning of the year 13 16 66 1 60 6 12 3 0 3 10 0

34. Data Walls

35. Determine percentage of students meeting minimum OAKS proficiency standards… As set by your district

36. OAKS • Passing OAKS 3rd grade (204) places a child in the 17th percentile • Passing 3rd grade is not enough. • By 5th grade, if these students stay at the same percentile they will fail OAKS • By 10th grade, if these students stay at the same percentile they will fail OAKS • This student will score a 236 and pass at the 37th percentile Based on 2008-2009 ODE percentiles

37. What now?

38. Instructional needs a) What are the common instructional needs of the students this grade level?

39. Instructional needs Phonemic Awareness • Phoneme deletion and manipulation • Blending and segmenting individual phonemes • Onset-rime blending and segmentation • Syllable segmentation and blending • Sentence segmentation • Rhyming • Word comparison

40. Instructional needs Phonics • Letter sounds • VC and CVC • Consonant Digraphs • CVCC and CCVC • Silent E • R-control vowels • Advanced consonants (i.e.,-tch, kn, soft c &g) • Vowel Teams • Multi-syllable words • Prefixes and suffixes

41. Instructional needs Fluency • Accuracy • Prosody • Expression • Emphasis • Phrasing • Volume • Smoothness • Rate • CWPM The old man the vegetable garden.

42. Instructional needs Vocabulary • Contextual Analysis: A strategy readers use to infer or predict a word from the context in which it appears. • Morphemic Analysis: A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc.) • Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. • Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening. Center for Teaching and Learning, University of Oregon

43. Instructional needs Comprehension • Text Structure • Make Inferences and Analyze • Evaluate • Story Structure • Generate Questions • Summarize • Monitor Comprehension Keep in mind: Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill

44. Identify and celebrate what works i) What has worked?

45. Identify and celebrate what works • Examine the data • Which teachers/grade levels/buildings have people heard are successful? • Opportunities for peer observation? • Coach or administrator cover class for 20 minutes

46. Instructional adjustments ii) What agreements can the grade level make on common instructional strategies? (1) How are you going to make the instruction more explicit? (2) How are you going to provide extra guided practice when needed? (3) How are you going to provide more corrective feedback to students? (4) How and when are you going to have students practice skills independently?

47. Instructional adjustments How are you going to make the instruction more EXPLICIT? Sets the purpose for the instruction • Identifies the important details of the concept being taught • Provides instructions that have only one interpretation • Makes connection to previously learned material

48. Instructional adjustments How are you going to provide extra GUIDED PRACTICE when needed? • Provides more than one opportunity to practice each new skill • Provides opportunities for practice after each step in instruction • Elicits group response when feasible • Provides structured partner talk time • Provides extra practice based on accuracy of student responses I do, we do, ya’ll do, you do

49. Instructional adjustments How are you going to provide more CORRECTIVE FEEDBACK to students? • Provides affirmations for correct responses • Promptly corrects errors with provision of correct model • Limits corrective feedback language to the task at hand • Ensures mastery of all students before moving on

50. Instructional adjustments How and when are you going to have student PRACTICE SKILLS INDEPENDENTLY? • Independent work routines and procedures taught • Models tasks before allowing students to work independently • Students use previously learned strategies or routines when they come to a task they don’t understand • Independent work is completed with high level of accuracy