Moving Research into Classrooms: Hillsboro School District’s Plan for Multi-tiered Literacy Instruction K-12 College of Education Center on Teaching and Learning
Feb 23, 2016
Moving Research into Classrooms:
Hillsboro School District’s Plan for Multi-tiered Literacy
Instruction K-12
College of Education
Center on Teaching and Learning
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
IntroductionsBrenda Kephart, Office of School Performance [email protected]
Christie M. Petersen, Title I [email protected]
Pam Zinn, EBISS [email protected]
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
The Mission of the Hillsboro School Districtis 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.
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
DemographicsYearTotal Pop
Hispanic White Black Asian
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%
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Students in Need (Free-Reduced Lunch Rates)
Year Numbers Percentage
1996 4505 28.21%
2000 5034 27.88%
2009 8802 43.7%
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
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
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Critical Features: K-12 Literacy PlanM
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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
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
A Closer Look at Our Data
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Kindergarten Progress 2004-2009
DIBELS Data
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
First Grade Progress 2004-2009
DIBELS Data
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Second Grade Progress 2004-2009
DIBELS Data
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
78% 78%71% 72%
71% 56%65%
80% 82%73% 74% 73%
74% 70%
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade10th Grade
Total for the District- Reading OAKS Results
2007-2008 2008-2009
How Are We Doing?
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
How Are We Doing?
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Hillsboro School District’s IES Practice Guide
Implementation
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.
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Hillsboro’s Plan for Universal Screening
District level teamKAT (K-8 Assessment Team)3 times yearlyDIBELS & easyCBM (K-8)
Things that need to be in placeCoordinator at District and school levelInitial training then Refresher trainingsCalibration trainingPeriodic fidelity checks
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
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.
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)
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
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
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
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 meetingsevery 4-6 weeks:
Based on DIBELS PM & In program assessment, decisions are made regarding a student’s response to intervention
Level of support adjusted
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)
Intervention Adjustments and ChangesAdjustments to Intervention
(Applied to intervention as necessary, does not require documentation or EBISS team decision)•Considerations for the Student
MotivationoAdd incentivesoChange incentivesoIncrease success goaloIncrease communication between interventionist, classroom teacher, and parentoAdd a behavior planoAdd an attendance planoProvide additional language support
Increase level of active engagement
•Considerations for Curriculum/ProgramCheck fidelity of implementation of program
oProvide additional trainingoAdd a coaching componentoMaterials are adequate to accommodate all students
•Considerations for Instruction (Practices)Increase explicit strategy instructionIncrease pace of instructionIncrease opportunities to respondPre-Teach and/or Re-Teach LessonsEmploy standard cueing correction proceduresBuild/activate prior knowledgeIncrease the use of graphic organizers
•Considerations for Instruction (Logistics)Change instructorChange seating within groupProvide instruction in small units throughout the dayChange physical environment Daily lesson completion (add time if needed)
Change in InterventionConstitutes 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
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Recommendation 3Provide 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).
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
College of Education
University of Oregon • College of Education • Center on Teaching and Learning
Houghton Mifflin Enhancement
Strengthen the core Lesson Maps & Templates
Taught dailyRepetition of skills to build automaticity
graduallyDirect, Explicit Instruction for teacher-student
interaction with opportunities for practice and feedback
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.
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.
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)
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!
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
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
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.
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