Multi-tiered Instruction at the Secondary Level

Multi-tiered Instruction at the Secondary Level

Today We’ll Be Serving…

• Secondary RTI: Uncharted territory• Data-based Teaming• Leadership • Professional development• Core Curriculum• Interventions• Universal Screening• Progress Monitoring

Research on Secondary Literacy

IES Practice Guide Reading Next

Research on Secondary Literacy

Adolescent Literacy Intervention Programs

Stupski Foundation: The Secondary Literacy Instruction and Intervention Guide

Practical documents

Why Focus on Reading in Secondary Schools?

Teaching reading is considered, by many, to be an elementary school task despite overwhelming evidence to the contrary:• More than 8 million students in grades 4 – 12 are

struggling readers (USDoE 2003).• 40% of high school students cannot read well

enough to benefit from their textbooks (NAEP, 2005).

• In Oregon in 2009-10 a significant number of 8th graders (33%) and 10th graders (32%) did not meet reading standards. Graduation!?!?!?!

• The problem is more severe, when we disaggregate data by racial and special program (ELL, SPED) subgroups.

In other words. . . “Meeting the needs of struggling adolescent readers and writers is not simply an altruistic goal. The emotional, social, and public health costs of academic failure have been well documented, and the consequences of the national literary crisis are too serious and far-reaching for us to ignore.”

-Reading Next, 2004

So How do we Address this Problem?

Professional DevelopmentLeadershipData Based

Teaming

Universal screener

Core Curriculum with strong instruction

Decision rules and reading protocol

Progress Monitoring

Interventions

The Process is Ongoing and Long-Term

CONSENSUS

Data Based Teaming

Tier 1 meetings• Why: To evaluate the

health of core instruction

• When: 3 times a year• Who: Principal,

Instructional Coordinator, Counselor, Teachers, ELL, Special Ed.

• Data: OAKS, MAZE, Grades

Tier 2 meetings• Why: To place and

monitor students in interventions

• When: Monthly for each grade level

• Who: Principal, Instructional Coordinator, Counselor, Teachers, ELL, Special Ed.

• Data: OAKS, MAZE, Grades

Types of Meetings

Core Team membership

• Principal • Classroom Teachers • Instructional Coordinator/Reading Specialist• School Counselor/Psychologist• Learning Specialist• ELL Teacher

LeadershipLeadership is an action, not a person!

That being said, administrators are leaders! RTI will not work without the participation of an administrator(s) with decision making authority.

LeadershipTop-Down

• Making RTI a priority• Strategic planning• Budget planning• Support and buy-in

for systemic, consistent programs

• School improvement plans

Bottom-up• School literacy

committees participated in training and planning

• Teacher-teams identified key literacy strategies for training and roll-out

• Literacy committees review curriculum and selected intervention programs

Delivery: Ongoing Anticipate and be willing to meet the newly emerging needs based on student and staff need and performance.

Sufficient time to collaborate and planData ALSO used to drive professional development needs.

Professional Development

Content: Core curriculum & instruction Assessment Interventions Teaming Data-based decision making SPED procedures

Professional Development

What is Universal Screening?

• Universal screening is the process of efficiently assessing ALL students in a timely manner (3x/year) to:– Assess students proficiency

in essential academic areas– Analyze the effectiveness of

curriculum, instruction, and school organization

– Identify students that MAY need additional help

Universal Screening Measures

at the Secondary Level• OAKS • Maze • Grades• Attendance• Office Discipline Referrals

(Behavioral ODRs)

Why Universal Screening?1. Determine Program

Effectiveness• Are 80% of our students meeting the

benchmark? – 80% by ethnicity?– By program sub-group? – By subject?

• Evaluate three times a year

• MS Core Data Analysis

Why Universal Screening? 2. Program Evaluation

• Helps you to determine if the core curriculum needs to be addressed– Intensity– Fidelity– Targeted– Instructional skills

Why Universal Screening?3. Identify Students Needing Support

• Periodic and universal screening ensures that no students “fall through the cracks”

• Strategic support: Students are placed in a program that provides moderate intervention and progress monitored every 2 weeks

• Intensive support: Students are placed in an intervention that is intense and progress monitored every 2 weeks

Identifying Students that Need More

• MS EBIS Group Planning form

Universal Screening with OAKS

Grade Meeting = 32 percentile

6th grade 222 224

7th grade 227 229

8th grade 231 231

11th grade 236 236

2009-2010 OAKS Cut Scores and Percentile Ranks

Maze and Probability of Success on Oaks READING (TTSD)

Grade

Fall Maze Score Needed for 85%

Probability of Passing OAKS in Spring

Spring Maze Score Needed for 85%

Probability of Passing OAKS in Spring

6 20 33

7 20 33

8 21 37

Core Program• Answers the critical question – “What

do we expect every student to know and be able to do?”

• Create alignment across grade levels• Ensure all of the standards are being

addressed• Are students prepared to graduate?

IES Recommendations1. Provide Explicit Vocabulary Instruction

(Strong)2. Provide Direct and Explicit

Comprehension Strategy Instruction (Strong)

3. Provide Opportunities for Extended Discussion of Text Meaning and Interpretation (Moderate)

4. Increase Student Motivation and Engagement in Literacy Learning (Moderate)

Current Practices for Interveningin Secondary Schools

• For: English/language Arts (LA) & Mathematics• • During: Separate class periods in lieu of electives for an entire semester; if

mastery was attained prior to the end of the semester, the remaining time was used to teach directly at the student’s skill level

• • Exiting Tiered Support: At semester breaks• • Other Options for Providing Tiered Support: Mechanisms already built into

the master schedule, such as co-lab classes, seminars, or other academic supports available during day

• • Tier 2: Large group instruction or smaller groups within a larger intervention classroom; instructional focus is on vocabulary, comprehension and study skills instruction in English/LA

• • Tier 3: Small groups or individual students; instructional focus is on acquisition of basic skills like phonics or decoding often using a published intervention program

More Intervening Practices

• Roseburg Targeted Classes for Tier 2 and 3 studentsCo-Taught Language Arts and MathAdditional period with Sped teacher /IA using an intervention program

• TigardSoar to Success (MS) and Read 180 (HS) for Tier 2 studentsLanguage! For Tier 3 studentsCo-Taught classes

• Adlai StevensonOne period a day devoted to intervention or enrichment. Students are grouped according to need. Lunch period becomes an intervention time

Decision Rules Provide the “now what” after teams

have analyzed student data Guide decisions for all tiers Take the guesswork out of “what to do

next” Ensure equity across schools

I think… I feel… I believeWhat data do you have that makes you think/feel/believe that?

-Dr. Ed Shapiro

What is Progress Monitoring?

• …repeated measurement of academic performance to inform instruction of individual students in general and special education... It is conducted at least monthly to (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized instruction.

-National Center on Response to Intervention

Progress monitoring answers the question….

Is what we’re doing working?

Effects of Progress Monitoring

• Progress monitoring has been extensively researched in SPED (Fuchs & Fuchs, 1986)

• Students showed improved reading scores when teachers:• monitored their progress (+.70 effect size)• graphed their reading scores (+.80 effect

size)• used decisions rules to determine whether

to make a change in instruction (+.90 effect size)

Why We Monitor Progress

+26 %ile

points

+29 %ile

points

+32 %ile

points

For your typical student that’s a gain of…

Effects of Progress Monitoring Additional support for effectiveness in

General Education (Fuchs, et al., 1994) CBM with decision rules (Fletcher,

et.al., 2006) “goal raising rule” for students

responding well: (effect size = .52) “change the program rule” for students

not responding well (effect size = .72) Results in teachers planning more

comprehensive reading programs

Sanford & Putnam (2007) 40

Progress Monitoring in Secondary Schools

• Select assessment tools Typically Maze• Determine how often Typically Every 2

weeks• Who will Administer & Score SLP Teacher• Who will input & analyze data

Instructional Coordinator• Using the data– Intervention planning at monthly meetings– Student feedback– Parent feedback

Progress monitoring with Maze

ContinuedIntervention Progress Monitoring

4 5 68

11

15

20

24

4

25

0

5

10

15

20

25

30

Sep-

07

Oct-0

7

Nov-

07

Dec-0

7

Jan-08

Feb-

08

Mar

-08

Apr-0

8

May

-08

Jun-

08

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Teacher Name: Zinn

School: School of Dan

Probe Name: Maze

Corre

ct Re

spon

ses/

Min

.

Lauren Lopez

Intervention: Language C

Now in Language C with Randall

Resources to Support You

• Oregon RTI Team• Reading Next• Oregon K-12 Literacy Framework• Stupski Secondary Literacy Instruction Guide• Learning Point Adolescent Literacy Instruction

Program Review• Florida Center for Reading Research• Breaking Ranks in Middle and High Schools• “Tiered Interventions in High Schools” –

Center on Instruction