Welcome and Overview

Planning a System of Interventions to Prepare Students for College and Careers:

Lessons From Research and Practice

March 24, 2014Lexington, Kentucky

March 25, 2014Bowling Green, Kentucky

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Welcome and Overview

Justin BaerDirector, REL Appalachia

CNA

What is a REL?

• A REL is a Regional Educational Laboratory.• There are 10 RELs across the country.• The REL program is administered by the U.S. Department of Education,

Institute of Education Sciences (IES).• A REL serves the education needs of a designated region.• The REL works in partnership with the region’s school districts, state

departments of education, and others to use data and research to improve academic outcomes for students.

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What is a REL?

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REL Appalachia’s mission

• Meet the applied research and technical assistance needs of Kentucky, Tennessee, Virginia, and West Virginia.

• Conduct empirical research and analysis.• Bring evidence-based information to policy makers and practitioners:

– Inform policy and practice – for states, districts, schools, and other stakeholders.

– Focus on high-priority, discrete issues and build a body of knowledge over time.

http://RELAappalachia.org/

Follow us! @REL_Appalachia

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http://relappalachia.org/

http://relappalachia.org/

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Catching Up to College and Career Readiness:

The Importance of Early Learning

Chrys DoughertySenior Research Scientist, ACT, Inc.


• Learning gaps emerge early.

• Learning gaps often widen over time (“Matthew effects”).

• Learning is cumulative and takes time.

• Student interests often develop at an early age.

• Empirical evidence shows the difficulty of catching students up in middle and high school.

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ACT Kentucky “Catching Up” Study

• Information on the forthcoming slides is from a not-yet-released ACT analysis of Kentucky student data.

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Findings of ACT Kentucky “Catching Up” Study

• A high percentage of students from at-risk groups are far off track at the beginning of middle and high school.

• Few of these students catch up to college and career readiness benchmarks.

• Far-off-track students from at-risk groups catch up at lower rates.

• This is consistent with findings from other analyses in other states.

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Kentucky Datasets for “Catching Up” Study

• Three cohorts, grades 8‒11:– ACT EXPLORE® in grade 8; ACT in grade 11.– 2007‒2010, 2008‒2011, and 2009‒2012.– Approximately 95,300 students.

• Two cohorts, grades 4‒8:

– KCCT in grade 4; ACT EXPLORE® in grade 8.– 2007‒2011 and 2008‒2012.– Approximately 74,600 students.

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Academic Measures of Being On Track

• Grades 11‒12: Meeting ACT College Readiness Benchmark.

• Grade 8: Meeting ACT EXPLORE® College Readiness Benchmark.

• Grade 4: On track (based on a longitudinal analysis) to reach the EXPLORE® College Readiness Benchmark in grade 8.

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Three Student Academic Preparation Groups

• On Track: [previous slide]

• Off Track: No more than one standard deviation below the On Track level.

• Far Off Track: More than one standard deviation below the On Track level (≈ 4 points on ACT EXPLORE®, depending on the subject).

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Far-Off-Track At-Risk Grade 8 Students in 2007‒2009

Percentage of 8th Graders Who Were

Far Off Track


Far Off Track


Far Off Track # students Math Reading Science

Low-income 62,651 44 49 39African American 12,291 52 57 43Hispanic 2,360 42 48 36Eng. Lang. Learners 966 61 71 51Special Education 14,437 70 67 61

Source: Dougherty, C., Hiserote, L., & Shaw, T. (in press). Catching up to college and career readiness in Kentucky. ACT Research Report. Iowa City, IA: ACT.

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Far-Off-Track At-Risk Grade 4 Students in 2007 and 2008

Percentage of 8th Graders

Who Were Far Off Track





# students Math Reading ScienceLow-income 45,582 51 52 55African American 9,086 61 63 69Hispanic 2,304 49 59 58Eng. Lang. Learners 1,502 57 61 69Special Education 11,640 60 59 61

Source: Dougherty et al., in press.

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Grade 11 Success Depends on Grade 8 Preparation


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Among Far-Off-Track Grade 8 Students, Low-IncomeStudents Catch Up at Lower Rates in Grades 8‒11


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Among Far-Off-Track Grade 8 Students, Minority Students Catch Up at Lower Rates in Grades 8‒11


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Far-Off-Track English Language Learners and Special Ed Students Catch Up at Lower Rates in Grades 8‒11


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Grade 8 Success Depends on Grade 4 Preparation


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Among Far-Off-Track Grade 4 Students, Low-Income Students Catch Up at Lower Rates in Grades 4‒8


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Among Far-Off-Track Grade 4 Students, Minority Students Catch Up at Lower Rates in Grades 4‒8


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Far-Off-Track English Language Learners and Special Ed Students Catch Up at Lower Rates in Grades 4‒8



• Learning gaps emerge early.

• Learning gaps often widen over time (“Matthew effects”).

• Learning is cumulative and takes time.

• Student interests often develop at an early age.

• Empirical evidence shows the difficulty of catching students up in middle and high school.

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Remedies?

Remedies?

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What Do the Common Core State Standards Recommend?

“By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.” (emphasis added)

Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 10

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Interpreting What This Means

• Teach a broad curriculum in science, history, geography, civics, and the fine arts, as well as reading and mathematics in the early grades.

• “Curriculum” refers to the specific content that is to be taught and learned in each grade and subject.

• “Early grades” refers to preschool through grade 5.

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Are Elementary Schools Teaching a Content-Rich Curriculum?

• Study of 780 grade 3 classrooms in 2000 and 2001:*o Percent of observed time devoted to science: 5%**o Percent of observed time devoted to social studies

(history, geography, civics, and economics combined): 5%**

• Has the situation improved since 2001?

* National Institute of Child Health and Human Development.** Included reading/writing activities where the subject was science or social studies.

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How Content-Rich Early Education Helps

• Helps develop students’ interests and curiosity.

• Encourages reading habits.

• Develops reading comprehension by building background knowledge and vocabulary.

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Reading Ability Depends on Decoding and Comprehension

• Decoding is the ability to identify words based on letter-sound relationships― for example, that the sequence of letters l-y-m-p-h-o-c-y-t-e makes the word lymphocyte.

• Comprehension in this example means knowing what a “lymphocyte” is.

• Students with poor vocabulary and background knowledge often have trouble with comprehension, even if they are good at decoding text.

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How Vocabulary and Knowledge Affect Reading Comprehension

“Lymphocyte function-associated antigen-1 (LFA-1) activation plays a vital role in T cell activation through co-stimulation and adhesion. LFA-1 activation involves changes in both affinity and avidity, which affect the T cell activation through LFA-1 regulated intracellular signaling pathways.”

Source: Mark Dougherty, “LFA-1 Effects on T-Cell Activation in a Mixed Lymphocyte Reaction,” paper written during summer research internship at M.D. Anderson Cancer Research Center. First two sentences of the paper.

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How Vocabulary and Knowledge Affect Reading Comprehension (cont.)

Baseball:

“Jones sacrificed and knocked in a run.”

Cricket:

“Clarke clinically cut and drove to 10 fours in a 134-ball 81, before he stepped out to Kumble to present an easy stumping to Mahendra Singh Dhoni.”

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An ACT Resource for System-Wide Improvement:The Core Practice Framework• Three levels: district, school, and classroom.• Five areas of focus (themes):

1. Curriculum and academic goals.2. Staff selection, leadership, and capacity building.3. Instructional tools: programs and strategies.4. Monitoring performance and progress.5. Intervention and adjustment.

• Rubrics to help educators self-assess their implementation of each detailed practice.

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An ACT Resource for System-Wide Improvement:The Core Practice Framework

• Three levels: district, school, and classroom.• Five areas of focus (themes):

1. Curriculum and academic goals.2. Staff selection, leadership, and capacity building.3. Instructional tools: programs and strategies.4. Monitoring performance and progress.5. Intervention and adjustment.

• Rubrics to help educators self-assess their implementation of each detailed practice.

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Why Create a Student Intervention Database?

• We lack dose-response information on what interventions or combinations of interventions carry students how far.

• Interventions may need to last longer than what we are accustomed to.

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Sample Variables for Student Intervention Database

• Code for the type of intervention.• Codes for the length of the intervention (e.g., hours per week, total

number of weeks).• Start and end dates of the intervention.• Student’s rate of attendance/participation in the intervention.

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Sample Student Record in Intervention Database

Student information: Jane DoeStudent ID (links to Jane’s other student data, including interim assessment data)Grade 2

Intervention type: After-school tutoring in decoding skillsNumber of times per week: 3Total number of hours per week: 2.25Number of weeks: 12Intervention start: 01-14-2014Intervention end: 05-3-2014Attendance rate: 67%

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Who Might Create This Database?

• Most likely, a single district or a consortium of districts.

• An outside organization or entity may facilitate the creation of the database (e.g., state education agency, university, or independent nonprofit).

• District personnel may partner with university researchers to analyze the data.

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Contact Information

Research and Policy on the ACT website:http://www.act.org/

(see link to “Research and Policy”)

ACT Policy Reports and Issue Briefs:http://www.act.org/research-policy/policy-publications/

Email:[email protected]

http://www.act.org/

http://www.act.org/

http://www.act.org/research-policy/policy-publications/

http://www.act.org/research-policy/policy-publications/

mailto:[email protected]

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Small Group Activity

Lydotta TaylorAlliance Lead, REL Appalachia

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Discussion Questions

• What is our district/school doing well? • What are areas for improvement? • What steps can we take to address areas for improvement?• What else do we need to know about this topic?

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Harrison County Schools: Early Learning Interventions in Practice

Jenny Lynn HatterChief Academic Officer

Melissa MilesInstructional Coach & Math Early Grades Specialist

Early Learning Interventions in Practice

• Stuck On An Escalator

https://www.youtube.com/watch?v=VrSUe_m19FY

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• Kentucky System of InterventionsUniversal screening/frequent data collection and analysis:– Provides information to guide decision making for all students.– Used to determine which students need further support.– Administered, scored, and interpreted in a short timeframe to allow for

timely decision making.• Harrison County Schools

– Measures of Academic Progress (MAPs).– Administered and analyzed three times during the school year: fall,

winter, spring.– Used in monthly reading and math intervention meetings to guide

decision making for school-wide RtI time.

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• Kentucky System of InterventionsProgress monitoring/data-based decision making:– Determines whether the intervention is successful in helping the

student meet expectations at an appropriate rate.– Informs during the decision-making process.– Given frequently and the data is reviewed/evaluated often.

• Harrison County Schools– DIBELS is used for reading progress monitoring. – Math MAPs and fluency assessments are used for math progress

monitoring.– Intervention teams (guidance counselors, principals, curriculum

coaches, grade-level teachers, Family Resource and Youth Services Centers representatives, and others) meet monthly to discuss struggling learners in both reading and math.

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• Kentucky System of InterventionsTiered service delivery/evidence-based instruction.

• Harrison County Schools• Tiers III, II, and I, with the most intensive support in Tier III.• Tier III (Intensive Support)

A. DreamBox with instructionB. Moby Math with instructionC. Number Sense/Structuring (KNP website)D. Addition (KNP website)E. Subtraction (KNP website)F. Multiplication (KNP website)G. Division (KNP website)H. Math MATS

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• Tier II (Small Group/Strategic Support)

A. DreamBoxB. Moby MathC. Number Sense/Structuring (KNP website)D. Addition (KNP website)E. Subtraction (KNP website)F. Multiplication (KNP website)G. Division (KNP website)H. Math MATS

• Tier I (Core with Differentiation)A. Addition Strategies (Van de Walle)B. Subtraction Strategies (Van de Walle)C. Multiplication Strategies (Van de Walle)D. Division Strategies (Van de Walle)E. K-5 Math Resources

http://www.k-5mathteachingresources.com/

F. Free Resources – DreamBoxG. Daily FlashbacksH. Daily Exit Slips/Formative Assessments

with FeedbackI. Math Intervention Support Site

http://www.solonschools.org/mr/Index.asp

J. Math Graphic Organizers (i.e. Frayer Model)

K. Vocabulary PracticeL. Marilyn Burns Materials

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• Kentucky System of InterventionsTiered service delivery/evidence-based instruction.

• Harrison County Schools

Secondary tier service delivery:

Tier I: The lowest 20% of students will be identified in reading and math 6‒12 and receive Tier I interventions for reading or math.

Tier II: Once a student is referred into Tier II services, the Intervention Team (those closely associated with the education of the students) will meet to review student data and determine appropriate interventions to address student needs.

Tier III: Once a student is referred into Tier III services, the Intervention Team will meet to review student data and determine appropriate interventions to address student needs.

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Early Learning Interventions in Practice• Kentucky System of Interventions

– Fidelity of implementation• Harrison County Schools

– Fidelity Check Form

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• Kentucky System of Interventions– Family involvement

• Harrison County Schools– RtI parent brochure, face-to-face meetings, Pre-K College and Career

Readiness Nights (two per year, elementary, middle school, and high school principal participation), RtI and Tier Change Letters

“I had no idea that you could begin helping your child think about college when they are in preschool! Tonight opened my eyes to what I need to watch for to help my child be successful!”

―Parent after Pre-K CCR Night in 2012

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• Kentucky System of Interventions– Family involvement

• Harrison County Schools– Grade-level meetings (K‒5) and vertical teaming (6‒12) built into

all schools’ PD plans for 6 hours of high-quality PD.– Grade-level RtI meetings once a month in each school.– District grade-level RtI meetings conducted four times per year to

monitor RtI practices for consistency, validity, and usability. Attendance by all school principals, RtI coordinators, and counselors for 6 hours of EILA credit.

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• Kentucky System of InterventionsAccelerated learning– MAP scores, common assessments, primary talent pool activities,

formative teacher data, progress monitor.• Harrison County Schools

– We administer the Pre-K SCREENS (all pre-K serviced by Harrison County Schools and private schools) and K BRIGANCE SCREENS (all students).

– These readiness scores are analyzed in conjunction with MAP fall testing scores to determine student needs, in terms of both support and acceleration.

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Early Learning Interventions in Practice• Risks

– Making sure children are not “caught in the cracks.”– Academically – meshing concepts of intervention with EPAS

benchmarking.– Tier I does have measurable differences in instruction from regular

classroom instruction – be vigilant.• Rewards

– Communication amongst grade levels “one heartbeat.”– Parents become learning partners and active interventionists from the

BEGINNING of their child’s educational career.– We (practitioners) are more conscious of what students need to

succeed throughout their journey!

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Time for Audience Q&A


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Tracking and Monitoring Student Interventions: Infinite Campus (IC) Intervention Tab

April PieperAcademic Program Manager

Kentucky Department of Education

Legislative Overview

• Kentucky Revised Statutes (KRS) 158.305.– Content areas required: Reading, Writing, Math, Behavior.– Grades: K‒3.– Targeted population: Any student not meeting benchmarks.

• KRS 158.6453. – Content areas required: Reading, Math.– Grades: 3‒8.– Targeted population: Any student with identified deficiencies or

strengths.

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Legislative Overview

• KRS 158.6459.– Content areas required: Reading, Writing, Math.– Grades: 8–12. – Targeted population: Any student who does not meet college

readiness benchmarks.

• 704 Kentucky Administrative Regulations 3:305.– Content areas required: Reading, English (Writing), Math.– Grade: 12.– Targeted population: Any student who does not meet college

readiness benchmarks on the ACT.

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College Readiness Benchmarks for Kentucky Students

ACT Benchmark Score

Content Area ACT Benchmarks KY System Wide Standards

English 18 18

Math 22 19*

Reading 21 20

*22 for college algebra, 27 for college calculus

Source: Kentucky Department of Education Infinite Campus.

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Intervention Tracking Requirements 2014‒2015

• Required use of the Intervention Tab in IC:– All senior students failing to meet ACT benchmarks.– All third-year Needs Improvement Schools (novice students).– All Extended School Services (ESS) students.– All Read to Achieve students (grant, K‒3).– All Mathematics Achievement Fund students (grant, K‒3).

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Intervention Tab


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Intervention Tab


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Intervention Tab


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Intervention Tab


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Intervention Tab


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Questions?

April PieperAcademic Program Manager

Kentucky Department of Education

[email protected] ext. 4519


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Lunch

It’s Not Too Late: High School Interventions for Struggling Students

Michael FloryResearch Scientist, CNA

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High School Interventions Can Matter, Too

• Many students come to high school unprepared for high school success.- Poor attendance, excessive disciplinary actions, low EXPLORE scores,

bad grades.• Other students who are on track or nearly on track need supports

throughout high school to get them ready for college and careers.• Goals for this session are to:

• Introduce frameworks for organizing college and career readiness strategies.

• Describe resources for developing effective high school interventions.• Discuss research about specific grade 12 interventions in Kentucky

and nationally.

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Organizing College and Career Readiness Initiatives

• Helps frame, synthesize, and make sense of various CCR initiatives.

• Categories for initiatives focus on high school but span P‒20 systems.

• Identifies 3 strands:1. Goals and Expectations for College and

Careers―content.

2. Pathways and Supports for College and Career Preparation—instruction, student experiences, and system-level resources.

3. Outcomes and Measures for College and Career Success—formative and summative data schools can use to guide decisions.

• Many other planning and instructional resources are available from National High School Center.

Available at http://www.betterhighschools.org/CCR/resources.asp

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http://www.betterhighschools.org/CCR/resources.asp

Sample Organizer Strand

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Practices for Helping Students Navigate Paths to College

• Intended to help schools and districts develop practices to increase access to higher education.

• Based on rigorous, experimental research and expert opinion.

• Includes 5 recommendations and checklists of practices.

Available from http://ies.ed.gov/ncee/wwc/publications_reviews.aspx

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http://ies.ed.gov/ncee/wwc/publications_reviews.aspx

http://ies.ed.gov/ncee/wwc/publications_reviews.aspx

Practice Guide Recommendations

5 research-based recommendations, each with specific strategies:1. Offer courses and curricula that prepare students for college-level

work, and ensure that students understand what constitutes a college-ready curriculum by grade 9.

2. Use assessment measures throughout high school so students are aware of how prepared they are for college, and assist them in overcoming deficiencies as they are identified.

3. Surround students with adults and peers who build and support their college-going aspirations.

4. Engage and assist students in completing critical steps for college entry.

5. Increase families’ financial awareness, and help students apply for financial aid.

Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, N. F. (2009). Helping students navigate the path to college: What high schools can do (Practice Guide, NCEE #2009-4066). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Depart ment of Education.

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It Is Possible to Intervene as Late as Grade 12

• Practice guide recommendations 2, 4, and 5 apply in grade 12.– Use data (e.g., ACT) to inform interventions and help students apply for

college and aid.• College and career readiness is not always an academic issue.

– Sometimes a matter of aspirations, expectations, steps for college entry.• Two recent experiments showed effects of simplifying college applications:

1. Help fill out FAFSA (providing FAFSA info did not increase college enrollment rates) (Bettinger, 2009).

2. Offer coaching to help students apply to college, and process and pay for applications (Carrell, 2013).

Bettinger, E. P., Long, B. T., Oreopoulos, P., & Sanbonmatsu, L. (2009, September). Role of simplification and information in college decisions: Results from the H&R Block FAFSA experiment (NBER Working Paper No. 15361). Cambridge, MA: National Bureau of Economic Research.

Carrell, S.E., & Sacerdote, B. (2013, May). Late interventions matter too: The case of college coaching New Hampshire (NBER Working Paper No. 19031). Cambridge, MA: National Bureau of Economic Research. 73

Kentucky’s Grade 12 College Transition Courses

• Transition courses are one specific CCR intervention– High school classes taught in grade 12 to help students achieve

college readiness in specific content areas. – Should reduce the need for developmental education once students

reach college.• Kentucky, California, Florida, Texas, Virginia, and West Virginia offer

versions of college transition courses (SREB, 2011).– Vary in students targeted; whether course is required or voluntary;

content, format, and availability of professional development.• States are beginning to track participation in transition courses.• There is no evidence to date about the effectiveness of such courses.

Southern Regional Education Board (SREB). (2011). State College and Career Readiness Initiative: Statewide transitional courses for college readiness. Atlanta, GA: Author. http://publications.sreb.org/2011/11E03_Trans%20Crs_Sum.pdf

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http://publications.sreb.org/2011/11E03_Trans%20Crs_Sum.pdf

http://publications.sreb.org/2011/11E03_Trans%20Crs_Sum.pdf

Transition Courses in Kentucky

• Kentucky Department of Education (KDE) made transition course curricula available for math in 2010/11 and for reading in 2011/12.

• Schools can chose curricula from multiple developers:– KDE.– Colleges and universities.– Locally developed.

• Many schools have partnered with universities to develop transition courses.

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Student Levels of College Readiness

• Kentucky Council on Postsecondary Education (CPE) set benchmarks for college readiness using students’ grade 11 scores on ACT.– Score of 19 or above on math.– Score of 20 or above on reading.

• Study grouped students into three categories of college readiness based on their scores:– “Meeting benchmarks”—score at or above subject benchmark.– “Approaching benchmarks”—score 1 to 3 points below benchmark.

KDE recommends college preparatory transition courses for students in this group.

– “Below benchmarks”—score 4 or more points below benchmark.

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REL Appalachia Study

• Based on discussion with superintendents, we examined participation and pass rates in transition courses statewide:– How many students enroll in these courses?– Which students?

• Used 2011/12 academic year enrollment data from KDE.• No data available for college readiness of these students at time of study.

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Few Schools Statewide Offered College Transition Courses

Math Reading0

20

40

60

80

100

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17

Kentucky (N = 383 schools)

Perc

enta

ge o

f sch

ools

Source: Authors’ calculations based on 2011/12 academic year data from KDE (2013).

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More Students “Approaching Benchmarks” in Math

• 38% of students “approaching benchmarks” in math.• 21% of students “approaching benchmarks” in reading.

Kentucky (N = 33,928) Kentucky (N = 33,928)Math Reading

0

20

40

60

80

100

21 36

38 21

41 44

Meeting CPE benchmarks Approaching CPE benchmarksBelow CPE benchmarks

Perc

enta

ge o

f Stu

dent

s


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Less Than 30% of Recommended Students Took Math

• “Approaching benchmarks” in math―28% took transition courses.– “Below benchmarks” in math―27% took transition courses.

• “Approaching benchmarks” in reading―8% took transition courses.

Meeting CPE benchmarks

Approaching CPE benchmarks

Below CPE benchmarks

0

20

40

60

80

6

28 27

28 9

Perc

enta

ge o

f stu

dent

s ReadingMath


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Passing Rates in College Transition Courses Were High

• Statewide, passing rates for both math and reading transition courses were above 90% for students “approaching benchmarks.”

• There was no college readiness data available for this cohort (e.g., COMPASS, KYOTE) to evaluate effectiveness of courses.

The full report, Participation and Pass Rates for College Transition Courses

in Kentucky, by Christine Mokher, is available online:http://ies.ed.gov/ncee/edlabs

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http://ies.ed.gov/ncee/edlabs

Study Conclusions

• Few students approaching ACT benchmarks received this specific targeted intervention.

• Many students who are not approaching benchmarks enroll in transition courses.

• These findings may impact how transition courses are offered:– Content, instructional practices, and course format.

• There is no conclusion about the effectiveness of transition courses.

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Questions?

Michael Flory, Research ScientistREL Appalachia

[email protected]

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Small Group Activity


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Discussion Questions

• What are the top three challenges you face with ensuring students are college or career ready?

• What obstacles could you face when implementing the strategies discussed today?

• Who could be your ally in supporting implementation of the strategies you learned today?

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High School Interventions in Practice

Christy CoulterPrincipal, Bullitt Central High School

Shepherdsville, Kentucky

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Bullitt County Board Policy

08.113 CURRICULUM AND INSTRUCTION:“Effective with the graduating class of 2015, students must meet college or career readiness standards as adopted by the Kentucky Board of Education in order to graduate. Principals will disseminate these readiness standards to students through the guidance program and inclusion in student handbooks and in the Individual Learning Plan (ILP). Exceptions to this requirement shall be made for students with identified learning disabilities as determined by the Admissions and Release committee.”

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Data Monitoring – ACT Assessments

• We use an Excel document.• Enter Explore, Plan, ACT (Aspire) scores.

– Overall score: 3, 2, 1, 0• We are able to sort, schedule, and target interventions.• 3s met all three benchmarks and are on track.• 2s met two and have one deficiency in math.

– This allows for grouping and identification.

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Data Monitoring – ASVAB

• Use Excel document and code your students with work keys, ASVAB, career major, status.– ASVAB 50. – Work Keys―4 in RFI, R, AP.

• Enter 3, 2, 1, 0 for academic standing. Easily target/sort for interventions.

• 3s met all three benchmarks and are on track.• 2s met two and have one deficiency in math.

– This allows for grouping and identification.

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CCR Data Monitoring ToolCollege Readiness

ACT ACT ACT Compass

Compass

Compass

KYOTE KYOTE

first name

Flex, Tapp, BAMS

F/R Lunch

English 18

Math 19

Reading 20

English 75

Math 36

Reading 85

KYOTE

Read 20

KYOTE

Math 22

Zachary B 24 26 29

Dallian 19 16 18 86 22

Gary F 13 17 17

Fatima Y 23 26 30

Austen Y 25 26 31

Rachel Y 19 17 20

Kristina 17 25 19

Michael S 10 15 10

Career Readiness P - PassedF - Taken b Failed

NS - No Score

College

Ready

Work

KeysWork Keys

Work Keys

Work

Keys

Preparatory Students

can take a KOSSA Exam

Preparatory Students can take a KOSSA

Exam

Preparatory Students can take a

KOSSA Exam


Exam

Preparatory

Students can take a KOSSA Exam


Exam

first name

# Colleg

e Benchmarks Met

ASVAB 50

Math

Locating

Info

Reading for Info

# WorkKeys Me

t

Career Major

KOSSA

2013-2014

Pathway Status:

Exploring 1,

Preparatory 2/3

KOSSA EXAM TITLE

Taken or

Passed KOSSA

or Notes

College Career Bonus

Zachary 3 No AP/Dual Credit College Only

Dallian 3 FCS No Pathway

3 FCS All different Pathways

College Only

Gary 0 5 4 4 3 FCS Culinary Arts Prep 2013 Culinary P Career

Fatima 3 6 4 7 3 FCS Business Prep 2013 Accounting P BONUS

Austen 3 6 5 5 3 Ag Animal Science Prep 2013 Production

Livestock F College

Rachel 2 3 5 5 2 FCS Child Care Prep 2013 Early Child P MATH Intervention

Kristina 1 56 FCS Early Childhood Prep 2013 Early Child P Career

Michael 0 3 3 3 0 Agriculture Horticulture Prep 2013 Horticulture F Full Remediation

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Data Monitoring

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Data Monitoring• We have 50 seniors with a score of 2, only missing math. Our responses

include:– Counseling.– Conference with math professional learning community (PLC) team

and teacher.– Determine gaps in instruction―what skill needs mastery?– Provide online tutorials and support.– Invite and direct to afterschool learning labs.– Talk with parents.– Send a letter home.– Double block.– Pull-out programs.– Teach, Re-teach, Practice, Re-teach.

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Data-Driven Scheduling

No connection between career fairs, counseling, ILPs and selecting courses!• Tested a sample of students and were shocked with the results.• Most parents don’t really get the input they would like.

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Data-Driven Scheduling

Merge the scheduling selection sheet with the CCR data tool.• Name, academic score (3, 2, 1, 0), and career pathway are noted on the

scheduling selection sheet.• Critical to have the data tied to class placement.• Students with 1s and 0s need intervention, remediation, and support.• Students with 3s and 2s need acceleration.

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Career Readiness Monitoring

One on five scheduling:

Name # E 18 M 19 R 20 Major

Christy 2 19 17 20 Business

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Career Readiness Monitoring

Career seminar is required.

• Taught by elective teachers.• Work keys unit, test, and ILP are embedded in the course.• Taught in grade 9 and again in grade 12 for non-completers.• Partner career seminar with the entry-level pathway class:

– FCS―Life Skills.– Govt./Public Safety―JROTC 1.– Business―Computer Tech.– Agriculture―Principles of Ag.– Health Science―Health & Wellness.– College Credit Advanced Placement―AP Geography.

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From Exploring to Preparatory• Through data monitoring and scheduling work, all Freshmen are

“exploring” in a career pathway.• Through data monitoring and scheduling alignment, all Sophomores and

Juniors are preparatory and qualify to take a Kentucky Occupational Skills Standards Assessment (KOSSA) (588 total).– Accounting 45,– Administrative Support 91,– Agriculture Education 2,– Ag Power 44,– Ag Business 28,– Business Management 80,– Culinary 71, – Child Care 83,– Finance 45, – Horticulture 69,– Production Livestock 32.

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Tiered Curriculum in English and Math (Scheduling)

Meet the students’ needs with targeted instruction.

• Scores and data marks are set for all grades and levels for English and Math placement.

• 3 data points used for placement for senior math:– (ACT ≥22) calculus, AP, dual credit, JCTC.– (ACT 19‒21) algebra III.– (ACT 17‒18) Tier 2.– (ACT 15‒16) Tier 1.

• 3 data points used for placement for grade 9 English:– (≥230 MAP, teacher recommendation, Explore ≥15) Honors English.– (229‒220 MAP, teacher recommendation, Explore 13‒14) English I.– (≤219 Map, teacher recommendation, Explore ≤12) English R.

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Counselors Hand-Schedule English and Math

• CCR Report and MAP scores are all aligned and sorted.• Counselors mass schedule 100 students who qualify and should be placed

in Honors English. – “This discipline student is in the wrong class.” Response: “NO; the data says he

is capable of honors level.”– “Homecoming queen can’t be in the English R class, this is a mistake.” – “Look for pretenders and MEET THE THEIR NEEDS!”

• CCR tool has assisted us in narrowing the testing pool for ASVAB.• CCR tool helps determine COMPASS and KYOTE remediation and testing

needs.

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PLC Work Is the Key

• If the core work is on target, limited remediation will be needed.• Our instruction and the “level of implementation” are the keys to improved

results.• Common planning for all areas:

– English, Math, Science, Social Studies, Vocational by pathway.– Time to plan, time to assess, time to evaluate results, plan for re-teach.– When we master the exact skill and can monitor the exact skill, student

scores will soar.

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Questions?

Christy CoulterPrincipal, Bullitt Central High School

Shepherdsville, Kentucky

[email protected]


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High School Interventions in Practice

Tim SchlosserPrincipal, Franklin-Simpson High School

Franklin, Kentucky

Focus on Our Goals

Culture of college and career readiness:• Starts DAY ONE.• Building speaks VOLUMES.• All stakeholders know the MISSION STATEMENT.

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Focus on Our Goals

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Spirit in Our School

• Positive Behavioral Interventions and Supports – School-wide focus on the positive.

• Behavior matrix – changes for the better!

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Behavior Referrals Dropped

Referrals Dropped from 2229 to 969

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Honor in Our Actions

• Posters of students’ accomplishments everywhere.• Banners displayed.• Student of the Week.• Rewards for students.

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Honor in Our Actions

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Growth in State/Regional Rankings

• Moved from 128th to 12th of all Kentucky high schools.• Moved from 11th to 1st in region.• Moved from 45th percentile to 3rd percentile of all Kentucky high schools.

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Accountability Growth in Year 1

Assessment Area 2012 2013 Change

Achievement 61.5 68.8 +7.3

Gap 35.9 45.1 +9.2

Growth 55.2 63.9 +8.7

CCR 33.9 85.6 +51.7

Graduation Rate 81.9 95.3 +13.4

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Professional Learning Communities

• Common assessments every 4 weeks on KCAS.• Assessments analyzed for standards mastery.• Instructional strategies adjusted for re-teaching/re-grouping.

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Guided Planning• Weekly focus on:

– Learning targets. – Kentucky Core Academic Standards.– High-yield instructional strategies.

• Assessments are rigorous and aligned to Kentucky Core Academic Standards.

• Assessments are used to inform future instruction.

This year’s focus:

20 Literacy Strategies to Meet the Common Core

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Daily Walkthroughs and Walkthrough Schedules

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Google Docs for Gathering Data

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List of Walkthroughs by PGES Standard

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List of Walkthroughs by Teacher or Date

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Group Data by Category Needed

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Data Gathered on Number of Walkthroughs Completed

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Other Reports on Areas of Focus

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Success for ALL

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Systems for Continuous Improvement

• Administrative monitoring for continuous improvement– Professional development– LDC/MDC modules– PGES for effective instruction– PLCs– Non-academic data– EOC GAP student monitoring– Daily walkthroughs– Weekly guided planning– Weekly overviews– Academic time for CCR

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Communication Plan

Administrative Meetings

• Weekly focused on data to determine school-wide needs and next steps

Teacher Leadership Meetings

• Bi-Monthly focused on school-wide goals for professional development

• Department heads and other leaders in training

Departmental Meetings

• Bi-Monthly focused on school-wide goals for professional development

• Administrator present

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Student Monitoring Plan

EOC GAP Students

EOC Teachers

Special Ed Teachers

Weekly Monitoring

Grades

Behavior

Attendance

Meet with students Meet with parents Set goals Provide incentives Teachers discuss strategies Collect data Communicate improvement

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Time for Audience Q&A


Wrap-Up and Next Steps

Stakeholder Feedback Survey

Justin BaerDirector, REL Appalachia

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Welcome and Overview

Documents

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