Core Strength Training: Tier I for All!

1. Core Strength Training: Tier I for All! Dean Richards

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

3. In other words. . . . I want you to have a massively ripped core!

4. Evaluating your Core Program

5. 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

6. 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

7. 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 OAKS standards Unit Tests, core curriculum weekly tests on skills that are learned Screeners Not Screeners

8. Talk to a neighbor What was something that you already knew about screeners? What was something new about screeners? Are there questions you still have about screeners?

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

10. Do not get stuck in problem admiring

11. Do not get stuck in problem admiring

12. Tier 1/Core Team Guiding Questions

13. 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

14. Types of assessment • Screeners • CBMs • Mastery assessment • Weekly tests • Novel tests • Diagnostic Assessment • DRA, Phonics assessment, QRI • Program Assessment • OAKS

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

16. Determine percentages compared to previous years and earlier in the year

17. 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

20. 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 32nd percentile Based on 2009-2010 ODE percentiles

21. What does your screening data look like? ?

22. Talk to a neighbor What was something that you already knew about data analysis? What was something new about data analysis? How is this system a new or different way of looking at data?

23. Avoiding TBU True But Useless Moving from data collection and analysis to action on data.

24. How’s your herd?

25. Weak core instruction

26. Strong core instruction

27. Interventions Disconnected Time consuming Difficult to schedule Requires trained personnel Expensive

28. In other words We cannot solve the herd problem one cow at a time. We need a system to feed them all well.

29. vs.

30. 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

31. 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

32. 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

33. 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

34. How does it help a struggling reader to be in core? • They need the most instruction • Need to be exposed to grade level material • If they miss grade level material, they will never catch up • Just because there is a deficit in one area, does not mean there is a deficit in all areas of reading • Interventions are limited in scope

35. Talk to a neighbor What do you do to accommodate the struggling reader in your class?

36. In other words A flabby core means you will have more students in need of intervention!

37. What now?

38. Instructional needs • What are the common instructional needs of the students this grade level? Often we will need additional sources of information to be able to answer this question well!!!

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

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 • Morphemic Analysis • Expressive Vocabulary • Receptive Vocabulary 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. Talk to a neighbor What was something that you already knew about Instructional needs? What was something new about instructional needs? Are there questions you still have about instructional needs?

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

46. 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

47. Instructional adjustments • What agreements can the grade level make on common instructional strategies?

48. Common Instructional Strategies Example

49. An example Instructor provides explicit instruction • Sets the purpose for the instruction • Post target for the students and yourself • Language, learning, and behavior targets • Let students know what you want them to learn and why there is a sense of urgency • Focus wall