What we found in TTSDAbout 30-40 students (per school) who

need a comprehensive reading program Middle schools: 1000 studentsHigh Schools:2000 students

A few students who need to build fluency

120 - 200 students who need comprehension strategy instruction per school

Many students who benefit from literacy instruction across the curriculum

Curriculum Choices Language! (Comprehensive Reading

& Writing)Soar to Success (MS

Comprehension)Literacy Strategies Classes (HS

Comprehension)McREL & Beers/Tovani Teaching

Reading in the Content Areas

All students have access to embedded literacy strategies across content areas

Foci:Frayer ModelAnticipation GuideWord SortsActive ParticipationDR/TA or KWLGroup SummarizingDefinition Word ChartDifferentiated

Assessment

Tier III

Tier II

Tier I

Across the Tiers

Tier I: What do students receive? General Ed Classes Access to Content

Literacy Strategies A limited number of

students are monitored by the Literacy Specialist

Target = 80% of student population

Content Literacy StrategiesPurpose/Prior Knowledge Anticipation Guide

Vocabulary Development Definition Word ChartFrayer ModelWord Sorts

Cues and Questioning/ Patterns

DRTAKWL

Reflection Group Summarizing

Literacy Strategies in Math Class!

Tier II: What do students receive? General Ed Classes Access to Content Literacy

Strategies Strategic Intervention

Soar to Success (Middle School)

Literacy Strategies (High School) Identify Text Structure Predictions Main Idea/Detail Inferences Visualization Summarizing Definition Word Chart

Target = 15% Student Population

Students Write about Strategic Instruction

Tier III: What do students receive? Access to Content

Literacy Strategies Comprehensive

reading and writing support LANGUAGE! (High

School) LANGUAGE!

(Middle School)

Target: 5%

LANGUAGE!- A student’s perspective

Grade Universal Screening Tools

Core Program Second Tier Interventions

Third Tier Interventions

6-8 MAZEOregon Assessment of Knowledge & Skills (OAKS)

HOLT – Elements of LiteratureHOLT – Elements of LanguageContent Literacy Strategies Supported Throughout All Content Areas

Soar to Success45 minutes/day minimum

Language!90 minutes/day

9-12 Oregon Assessment of Knowledge & Skills (OAKS)

Literacy Strategies Identify Text StructurePredictionsMain Idea/DetailInferencesVisualizationSummarizingDefinition Word Chart

Language!90 minutes/day

Who does this work?

ALL STAFF ALL STAFF Language Arts Teachers / Reading Specialists

Reading Specialists

TTSD 6-12 Reading Protocol

TTSD 6-12 Reading Decision RulesScreening:

Every student at each grade level who scores in the lowest 20 percent on MAZE, or at or below the 35th percentile on the OAKS, is: further screened with oral reading fluency

measures from 6-Minute Solution (check for fluency & accuracy); then,

the San Diego Quick is administered to evaluate what level of the SRAI to use; then,

the SRAI is administered to gauge comprehension skills; then,

for students with the most comprehensive reading needs, the Language! placement tests are administered.

Progress monitoring (6-12):Maze-CBM twice monthly.

Reading Decision Rules Continued

Intensifying interventions (These conditions should instigate a discussion in an EBIS meeting at the end of an intervention period):Maze scores indicate 3 to 4 data points (in a semester)

below the aimline AND are below the 50th percentile.Maze trendline analysis indicates a flat or declining

slope AND scores are below the 50th percentile.Grade+ scores are in the 3rd stanine or below.

Exiting interventions:Maze scores indicate 3 or more data points above the

aimline AND are at or above the 50th percentile; AND,Grade+ scores are at or above the 5th stanine; ANDOAKS scores are at or above the 36th percentile

Measuring Reading Comprehension with a Cloze Procedure

“Maze” is a multiple-choice “cloze” task that students complete while reading silently for 3 minutes. The first sentence of a 150-400 word passage is left intact. Thereafter, every 6th word is replaced with three words inside parenthesis. One of the words is the exact one from the original passage. The number of correct responses is normed, as is the rate of improvement.

Science-based research has shown that this provides a reliable and valid measure of reading comprehension.

EBIS Intervention Progress Monitoring

3 3

7

5

25

0

5

10

15

20

25

30

9/ 15 10/ 15 11/ 14 12/ 14 1/ 13 2/ 12 3/ 13 4/ 12 5/ 12 6/ 11

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Probe Name: MAZE Karen Twain

Teacher Name: Goldman

School: The School of Dan

Cor

rect

Wor

ds/

Min

.

Intervention: Soar to Success

Change the Intervention!!!

Grade+ Composite Score =

1st Stanine

Intervention:LANGUAGE! D

EBIS Intervention Progress Monitoring

3 3

7

5

8

12

19

21

25

0

5

10

15

20

25

30

9/ 15 10/ 15 11/ 14 12/ 14 1/ 13 2/ 12 3/ 13 4/ 12 5/ 12 6/ 11

Monitoring/ Correct

Baseline/ Benchmark

Aimline

Trendline

Grade: 8

Probe Name: MAZE Karen Twain

Teacher Name: Lolich

School: The School of Dan

Cor

rect

Wor

ds/

Min

.

Intervention: Language D

Intervention Change:

Language!

Grade+ Composite Score =

1st Stanine

Grade Level(s) Universal Screening Tools Core Program Second Tier Interventions Third Tier Interventions

K-1 First Step To Success Behavior ScreenerPhoneme Segmentation FluencyOffice Discipline ReferralsAttendance ReportsSuspension/Expulsion Data

School Rules & Behavior Expectations Are Explicitly Taught to ALL StudentsAll Students Regularly & Consistently Acknowledged for Demonstrating Behavior ExpectationsAll Students Immediately & Reliably Corrected When Behavior Expectations Are Not Demonstrated. Positive Behavior Expectation Re-taught & Reinforced ImmediatelySchool-wide Social/Emotional Curriculum Delivery (e.g., Second Steps, Steps to Respect, Too Good for Drugs/Violence, etc.)

Re-Teach ExpectationsCheck & Connect ProgramsHUG ProgramAdult MentoringSkills GroupsBehavior ContractsTargeted Social/Emotional Curriculum Follow-up (e.g., Second Steps with Small Group of Struggling Students)

Core + Second Tier and… First Step To Success Functional Behavior Assessment & Individual Behavior Support PlansIndividualized Behavior Goals and Progress Monitoring (IEP & 504)

2-12 Office Discipline ReferralsAttendance ReportsSuspension/Expulsion DataOregon Healthy Teens SurveySocial Marketing SurveysGrades

Re-Teach ExpectationsCheck & Connect HUG ProgramCheck in/Check outStrategic “Positive Referrals” for Identified Students Working Towards Increased Positive BehaviorAdult MentoringPeer MentoringSkills GroupsBehavior ContractsAdvisory ClassesTargeted Social/Emotional Curriculum Follow-up (e.g., Too Good for Drugs for Struggling Students)Strategic Tutors

Core + Second Tier and… Functional Behavior Assessment & Individual Behavior Support PlansIndividualized Behavior Goals and Progress Monitoring (IEP & 504)

Who does this work?

EBIS / EBS Teams FSTS Staff

EBS Teams & ALL STAFF

Appropriate Staff as Determined by EBIS Teams

Appropriate Staff as Determined by EBIS Teams

TTSD Standard Behavior Protocol

TTSD Standard Behavior ProtocolDecision Rules:Screening

6-12 Office Discipline Referral Data reviewed monthly. If more

than 1 major referral per day per month for every 200 students, revisit the CORE and look for patterns in location, time, grade, type, and frequency of incidents.

K-12 CORE:

If more than 20% of all students received 2 or more referrals: revisit the CORE.

If more than 20% of students are failing, revisit the CORE. If more than 40% of referrals occur in classrooms: re-

teach classroom expectations, increase professional development in classroom management strategies, and/or revisit CORE instruction in specific classrooms.

If more than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately.

Behavior Decision Rules, Continued Strategic:

If more than 2 referrals in a 30-day period, meet with parents and develop a plan. If more than 5 absences in a 30-day period: instigate communication strategies with

families and EBIS team reviews other data to determine appropriate interventions. If a student has 2 or more F’s or a GPA of <1.4 during any quarter, provide

intervention. If more than 5 referrals, complete an FBA and individualize your interventions.

  Progress monitoring:

K/1: 1x/week PSF & Behavior Intervention Data. K-12: Behavior data from Check and Connect program, referrals, grades and

attendance K-12: Progress on individual behavior goals or Behavior Support Plan.

  Intensifying intervention:

If progress is below the expected rate after 4 to 6 weeks of Second Tier Intervention, students move to Third Tier Interventions (consider performing a Functional Behavior Assessment and developing a Behavior Support Plan).

Students receiving 6 or more behavior referrals during the school year - perform an appropriate Functional Behavior Assessment & develop a Behavior Support Plan.

Donald participates in the general curriculum

Effective Support Team reviews achievement and behavioral

data (school wide) and places Donald in group interventionDonald isn’t

doing well

Donaldimproves

Donaldimproves

Effective Support Team conducts

Individual Problem Solving

Resumesgeneralprogram

Donalddoesn’t

improve

Donalddoesn’t

improve

Special Education referral is initiated

Donald probably recycles

Donald may recycle

Intervention is intense and LD is suspected

Improvement is good and other

factors are suspected as

cause

Evaluation planning meeting, Procedural safeguards provided,

consent obtained, 60 school day timeline starts

LANGUAGE A

LANGUAGE C

SOAR T

O S

UCCESS

SIM

STRATEGIE

S

ALL P

ROGRAM

S EXCPECTED GAIN

TTSD AVERAGE STUDENT GAIN

3.7

3.13.8

5.2

4

2 22

22

0

1

2

3

4

5

6

EXCPECTEDGAIN

TTSD AVERAGESTUDENT GAIN

Growth Measured Over 20 Weeks of Instructional Time

Median Reading Comprehension Gain vs. Expected Gain for

Students In Secondary Literacy Programs - By Curriculum

December 2006 Through May 2007 - Students w/ 3 or more scores only

Expected Growth Rate for Students Below the 25th Percentile is .1

Words Per Week

6th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

5.255.43

2.93

3.84

0

1

2

3

4

5

6

Secondary LitStudents - 6th Grade

ALL TTSD - 6th Grade All Mim DNM - 6thGrade

All MiM - 6th Grade

RIT

Gai

n

7th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

7.31

6.44

2.9

8.68

0

1

2

3

4

5

6

7

8

9

10

Secondary Lit Students - 7thGrade

ALL TTSD - 7th Grade All MiM DNM - 7th Grade All MiM - 7th Grade

Rit

Gai

n

8th Grade Average RIT Gains on the OSAT Reading Test - 2006-07 Secondary Literacy Initiative

6.02

5.33

1.93

3.8

0

1

2

3

4

5

6

7

Secondary LitStudents - 8th Grade

ALL TTSD - 8th Grade All MiM DNM - 8thGrade

All MiM - 8th Grade

Rit

Gai

n

Percent of 10th Grade Students Meeting and Exceeding Oregon State Benchmarks*

65%

71%

74%73%

75%

66%

60%

62%

64%

66%

68%

70%

72%

74%

76%

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08

*Adjusted to 2006-07 Revised Performance Standards

For more information:www.nclack.k12.or.us/

Schools.Services/rti/index.htmwww.ttsd.k12.or.us/orrti