Success With Response to Intervention at the High

School Level

Farmington High SchoolMarch 9, 2012

Following Along Wikispaces:

• http://fhsrti.wikispaces.com/

Welcome & Introductions Ben Kusch, Principal

Kristin Scherman, Secondary Literacy Coach

Kari Simonson, Reading Specialist

Sara Byers-Platt, Reading Specialist

Theresa Agerter, Assistant Principal

About Us Farmington High School

• Enrollment• Demographics• Recent History

Session Overview & Goals: Response to Intervention (RtI) Theory RtI in a Secondary Literacy Context Data Collection and Progress Monitoring Role of Common Formative Assessments Role of Collaboration Role of Purposeful Adult Action and

Supervision

RtI Overview What is your current level of

understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn

more”• “I am in the early implementation stages of

an RtI initiative/program”• “I am actively implementing an RtI

program/initiative in my organization and am curious about what others are doing”

RtI Overview What is your current level of

understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn

more”• “I am in the early implementation stages of

an RtI initiative/program”• “I am actively implementing an RtI

program/initiative in my organization and am curious about what others are doing”

RtI Overview What is your current level of

understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn

more”• “I am in the early implementation stages of

an RtI initiative/program”• “I am actively implementing an RtI

program/initiative in my organization and am curious about what others are doing”

RtI Overview What is your current level of

understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn

more”• “I am in the early implementation stages of

an RtI initiative/program”• “I am actively implementing an RtI

program/initiative in my organization and am curious about what others are doing”

RtI Overview What is your current level of

understanding in regards to RtI?• “I’ve heard of it, but not much else.”• “I know a little bit about it, but need to learn

more”• “I am in the early implementation stages of

an RtI initiative/program”• “I am actively implementing an RtI

program/initiative in my organization and am curious about what others are doing”

“Typical” RtI ModelTier 3: Intensive, Individual Interventions

Individual studentsHigh Intensity

Of long duration5% of students

Tier 2: Targeted Group InterventionsSome students (at-risk)

Highly effective instruction in-addition to classroom instruction

Rapid response to specific intervention area of need

15-20% of studentsTier 1: Core Intervention:

All students (80% are successful with Tier 1 supports)

Preventative / Pro-activeAll students

Initial RtI Model—FHS Tier 3: Intensive, Individual Interventions

Individual studentsHigh Intensity

Of long duration

Tier 2: Targeted Group Interventions:1. RTI Model2. Research-based best practice in literacy instruction3. Highly-qualified Reading Specialists

Tier 1: Core Intervention:1. The Gradual Release of Responsibility Model2. Reading Across the Content Areas3. Non-Fiction Writing4. Assessing for Understanding5. Blooms Taxonomy

Background Information New High Stakes Accountability Underperforming Students Lack of a Cohesive Plan Growing Concern

Planning Ahead Literacy Interventions for Adolescent

(High School) Readers • What Research Says• Use of Data• Entrance and Exit Criteria• The Necessity of “And”

Planning Ahead 4 Main Objectives of an Effective

Assessment Plan :• Screening• Progress Monitoring• Diagnosis• Evaluation

Planning Ahead Beliefs Around Reading Intervention:

• Multiple Data Measures• No Silver Bullet• Variability• Relationships

National Reading PanelBerrignger et al. 2006

ComprehensionVocabulary

Fluency Phonics

Phonemic Awareness

What Came Next: A Different Approach to Intervention

• Variability of Need• With a Scalpel, not a Chainsaw

Class Structure: Refined66 Min. in addition to a regular English Class

READ ALOUD•Fiction•Non-Fiction•Read Naturally (fluency)•Rewards (decoding)

MINI-LESSON•All students receive mini-lesson instruction in the areas of

comprehension or vocabulary strategies. Some phonemic awareness activities

•Read 180

INDEPENDENTREADING

•Last 20 min. of each class•Students reading texts of their choice at their independent

reading level•Fridays are 66 min. of independent reading / conferring

Class Structure66 Min. in addition to a regular English Class

22 minutesREAD ALOUD

ORSmall Targeted

Groups

•Fiction•Non-Fiction•Read Naturally

(fluency)•Rewards

(decoding)

Class Structure66 Min. in addition to a regular English Class

22 MinutesMini

Lesson•All students receive

mini-lesson instruction in the areas of:•Vocabulary

Strategies•Comprehension

Strategies•Phonemic Awareness

Mini-Lessons: VocabularyoRoot Treeso Thinking about patterns in wordsoMorphemes: Roots, Prefixes, Suffixes: Identifying them in

words to decode and attach meaning oWord MappingoWord Diary work

These strategies give students the ability to attach meaning to unknown words without having to use a dictionary, or worse…skip the word.

Mini-Lesson: ComprehensionActive Reading StrategiesoQuestionoEvaluate/CommentoConnectoReview/ClarifyoPredictoVisualizeoRespond

Beers, Kylene. When Kids Can’t Read: What Teachers Can Do. Portmouth: Heinemann, 2003. Print.

Literature: The Reader’s Choice. New York: Glenco/McGraw-Hill, 2002. Print

Class Structure66 Min. in addition to a regular English Class

22 minutesIndependent Reading

•Students reading texts of their choice at their independent reading level

•Fridays are 66 min. of independent reading / conferring

Class Structure: Mini Lesson

66 Min. in addition to a regular English Class

READ ALOUD•Fiction•Non-Fiction•Read Naturally (fluency)•Rewards (decoding)

MINI-LESSON•All students receive mini-lesson instruction in the areas of

comprehension or vocabulary strategies. Some phonemic awareness activities

•Read 180

INDEPENDENTREADING

•Last 20 min. of each class•Students reading texts of their choice at their independent

reading level•Fridays are 66 min. of independent reading / conferring

National Reading PanelBerrignger et al. 2006

ComprehensionVocabulary

Fluency Phonics

Phonemic Awareness

Engagement +Motivation= Success

• Connecting kids to books through: fix for outline idea• Extensive classroom library• Showing book trailers• Proximity to media center• Relationships with students• Encourage students to take ownership for their test

scores.• Target their areas of need: assist in ownership.• Help them realize that reading is for everyone.• Celebrate growth

Success:

• Kids are reading: some outside of class• Students are passing the GRAD test• All seniors scheduled in to classes have

passed the test.• Last senior to pass last year made the B

honor- roll in college first semester.

Study Findings

Study Findings

Study FindingsMAZE Slope TOSCRF Change

Intervention Condition

N Mean SD Mean SD

Comprehension

37 .62 .87 4.90 7.85

Code-Based 11 .90 .59 11.45 5.66

MAZE Slope Mann Whitney U, p=.27; d=.35TOSCRF Change Mann Whitney U, p=.003*; d=.89

(M. Burns, 2011)

New/Latest Data From Kari and Sara to look at hard

data and Anecdotal analysis.

Reflecting: What’s Working

• It’s Spreading• Teaching Others• Student Learning and Achievement

Reflecting : In Progress

• Entrance / Exit Criteria• Resources• Teacher / Student Scheduling• Challenges with the “And, not Or”• What’s next?

Professional

/Program Developme

nt

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

TIER 1 •SD in Reading Across Content Areas

•SD in Assessing for Understanding / CFA’s

•Q-Comp hitting stride

•SD in Reading Across Content Areas

•SD in Assessing for Understanding / CFA’s

•Non-Fiction Writing

•SD in Reading Across Content Areas

•SD in Assessing for Understanding / CFA’s

•Non-Fiction Writing

•Gradual Release of Responsibility Instructional Model

•SD in Reading Across Content Areas

•SD in Assessing for Understanding / CFA’s

•Non-Fiction Writing

•Gradual Release of Responsibility Instructional Model

GOING DEEPER!

Resulting MCA Data

(% Proficiency)

56.6 69.1 77.6 74.9 81.1

Professional

/Program Developme

nt

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

TIER 2 •Initial data conversations•Literacy Research begins•Discussions with Data Coordinator

•Began to look at data

•Began to research programming

•Initial planning stages

•Rudimentary intervention programming

•Developed program criteria / data points•Developed “Literacy Class” (Proficiency /Accelerated)•Hired a Reading Specialist•Adjusted schedules •Tested program materials

•Refined program criteria•Refined “Literacy Class”•Hired an additional Reading Specialist•Refined schedules•Tested program materials•Worked alongside Matt Burns (U of M) to refine program assessments and intervention delivery•Began discussions with Sped. and ELL as it pertained to “collaboration”

•Refined program criteria •Refined “Literacy Class” to encompass all students•Refined schedules•Implementation of a true TIER 2 Model•Cont. collaboration between Sped. and ELL

TIER 3 SpEd/ELLProgramming

SpEd/ELLProgramming

SpEd/ELLProgramming

SpEd/ELLProgramming

SpEd/ELLProgramming

Resulting MCA Data

(% Proficiency)

56.6 69.1 77.6 74.9 81.1

StudentProfile

(Key struggles)

Standards Assessments:*Triangulate data for services

Tiered Interventions

Classroom InterventionFor students scoring at or below 26th to 40th percentile and/or who

are reading one to two levels below their current grade level and need

support in vocabulary and comprehension.

Screening:MAP / NWEA (through 9th grade or until students obtain a RIT of 235-240 two consecutive times by the end of 8th gradeMCA IIIDRA Maze/ClozeFormative Classroom AssessmentsWriting Sample

Small/ Flexible Groups ( Multiple level text ,Explicit instruction, Strategic reading strategies) Additional vocabulary support Differentiation( Content / Process/ Product) Additional Word Work support

Intervention Levels 1 and 2“Proficiency Reading”

For students scoring at or below 50th percentile and/or who are

reading one to four levels below their current grade level and need

support in vocabulary and comprehension, fluency, and

decoding (at risk of not passing the GRAD)

Identify Essential Learnings Diagnostic: DRA (fall) MAP

(fall) SRI

(fall) TOSCRF WJR III

(word attack)

ProgressMonitor: DRA (Winter) MAP

(Winter) SRI (Quarterly) TOSCRF WJR III

(word attack)

*On-going formative assessments through conferences and observational data

Summative: DRA (Spring) MAP

(Spring) MCA III

(Spring) SRI

(Quarterly) TOSCRF

Groups of 16-20;1 year course in addition to core English class Readers Theater *Other supplemental material Reading workshop model Read Naturally REWARDS Root work *Other supplemental material

Identify Essential Learnings Groups of 10-16;1 year course in addition to core English class Read 180 Readers Theater REWARDS Read Naturally Root work Comprehension strategy work *Other supplemental material

Intervention Level 3For students scoring at or below the 10th percentile and/or who show the most extreme deficits in many areas

of reading including phonics, fluency, vocabulary and

comprehension.

Identify Essential Learnings Groups of 1-5; 2-3 yr course in addition to / or co-taught English core classIntense direct instructionSeen daily Read 1807 Syllables (Reading Week Seminar)

Farmington Guide to Reading Intervention (6-12)

In Summary. . . . What’s Next?:

• Continued work and professional development Tier I Tier II

• Blending of Tier II and III Interplay of Mainstream and Special Education

• Beyond Remediation• Progress Monitoring

Contact Information Ben Kusch

• bkusch@farmington.k12.mn.us Kristin Scherman

• kscherman@farmington.k12.mn.us Kari Simonson

• ksimonson@farmington.k12.mn.us Sara Byers-Platt

• sbyers@farmington.k12.mn.us Theresa Agerter

• tagerter@farmington.k12.mn.us