Analysis Guide: Literacy Secondary

Secondary Literacy Analysis Guide

School Name: Grade Level(s):

Date(s) Guide Completed:

Team Completing the Guide:

As the team completes the guide, each item marked as “In Place” must have evidence to support this rating.

Literacy Analysis Guide-Tier 1

How healthy is your system of Literacy Support? Tier 1 is effective

At least 80% of students reach goals according to multi-gated assessment criteria - AND - According to a subgroup performance analysis, there are no achievement gaps.

Please state type of analysis used:

- OR - NEED to examine Tier 1

Less than 80% of students reach goals - AND/OR - According to a subgroup performance analysis, there ARE achievement gaps.

Please state type of analysis used:

List achievement gaps:

PROGRAMS/STRATEGIES--CoreCore Program Used:

InPlace

Core Reading Program Evidence/Resources

1. The content and methods used for core reading instruction are research based (At least one of the first two items below must be checked).

Comparison of definition for SBR; FCRR’s Guidelines for Reviewing a Reading Program: Guidelines to Review Reading Programs for Grades 4-12

a. The program has INDEPENDENT research support (best evidence).b. The program has been reviewed by a tool from a center for reading research. c. The research base of the program includes information on use with and effectiveness for diverse learners (Item must be checked).

2. The core program provides for explicit instruction in the “big ideas” using research-based instructional methods (e.g., modeling, multiple opportunities for active student responding and guided practice, corrective feedback).3, The core program has a systematic scope and sequence that includes clear guidelines about which skills are taught and the order in which they should be introduced.4. The core program includes specific information about pacing of instruction and outlines time spent on activities with more time allocated to activities related to essential components (i.e., “big ideas”) of reading. 5. The core program learning materials are inclusive and reflect non-stereotypic images of people from diverse backgrounds.6. The core program is aligned to the Academic Content Standards.

Integrated Systems Model TeamOH SST Region 13, March, 2008 1 of 15

TIER 1 DIFFERENTIATED INSTRUCTIONIn

PlaceDifferentiated Instruction Resources

1. All students are provided access to core curriculum regardless of reading/linguistic level or disability label.

UDL information—CAST website (www.cast.org) ELL Ex: SIOP

2. Effective small group differentiated instruction (all boxes must be checked): a. has students grouped using datab. uses flexible homogenous grouping by skill needs c. has students with the most need in the smallest groupsd. has appropriate materials available for all skill levels – struggling, on-track, and acceleratede. involves the teacher using data to check on-going progress and make needed changes to grouping and instructional practices.

EFFECTIVE IMPLEMENTATION OF CORE INSTRUCTIONIn

Place Implementation of Core Instruction Evidence/Resources

1. All students have at least one class period per day of reading (at least through 8th grade).2. Tier 1 instruction provides specific directions for differentiating instruction including activities for students at all levels (i.e., above grade level, on grade level, slightly below grade level, significantly below grade level, English language learners).

Example: SIOP Model

3. Tier 1 instruction uses a variety of reading materials (e.g., fiction, nonfiction, magazines, decodable texts) and activities (e.g., peer reading, read alouds, choral reading) that allow students to actively engage in actual reading at the appropriate level.

ADHERENCE TO TIER 1 INSTRUCTIONIn

Place Implementation Checks of Core Instruction Resources

1. A clear and complete plan for the collection and use of implementation fidelity data includes (all boxes must be checked):

Plan for Program Implementation Checks and Examples

a. implementation checklists that have been seen and approved by teachers for all core instructionb. acceptable level of implementation determined (includes a combination of student data and implementation check data)c. who collects the datad. when data will be collectede. how often are data collectedf. how feedback will be sharedg. how often data are reviewedh. how implementation concerns will be addressed.

2. The implementation adherence plan has been shared with teachers.

PROFESSIONAL DEVELOPMENT FOR READINGIn

Place Professional Development Resources

1. The quality of professional development has been reviewed and the PD plan includes: (All boxes must be checked.)

FCRR Guidelines for Reviewing PD

a. strong instruction on use of core program materials


b. strong instruction on reading research, the big ideas of reading, and effective instructional methods

Example: LETRS Training

c. strong instruction on differentiation (e.g., principles of UDL, second language acquisition)

UDL: CAST website (www.cast.org)

ELL Ex: SIOP Modeld. ongoing support through coaching, mentoring, on-site technical assistance.

2. There is a clear plan for providing professional development and ongoing support for new staff in reading research and the use of the core program. 3. All content teachers have been provided professional development to implement research based practices in content area reading (e.g. vocabulary, background knowledge, comprehension strategies and writing).

CONTENT AREA READING INSTRUCTIONIn

Place Content Area Reading Instruction Evidence/Resources

1. Explicit instructional strategies are used to teach reading comprehension and vocabulary across all content areas through grade 12.2. Research based instructional practices have been selected for comprehension and vocabulary.3. Content area textbooks are selected to support effective reading instruction (e.g. clear headings/subheadings, pre-teaching of vocabulary and use of graphic organizers).

InPlace Implementation of Content Area Program/Strategies Evidence/Resources

1. All content area teachers provide explicit reading vocabulary and comprehension instruction organized by CONTENT AREAS.

Content Area List Vocabulary Strategy(ies)

List Comprehension Strategy(ies)

Business

Fine ArtsForeign LanguageHealth

Math

Science

Social Studies

Technology

Other:2. All content area teachers provide explicit reading vocabulary and comprehension instruction organized by GRADE LEVEL.

Grade List Vocabulary Strategy(ies)

List Comprehension Strategy(ies)

7

8

9

10

11

12


http://www.cast.org/

In Place Implementation Checks for Content Instruction Resources

1. A clear and complete plan for the collection and use of implementation fidelity data includes (all boxes must be checked):

a. implementation checklists that have been seen and approved by teachers for all content instruction

Plan for Program Implementation Checks

b. a determined acceptable level of implementation (includes a combination of student data and implementation check data)c. who collects the datad. when data will be collectede. how often data are collectedf. how feedback will be sharedg. how often data are reviewedh. how implementation concerns will be addressed


PROGRAMS/STRATEGIESTIER 1 SUPPLEMENTAL PROGRAM(S):What is Used - (to be completed for each supplemental program)

InPlace Supplemental Program/Strategies Resources

1. Data were used to identify “holes” in and need for supplement to the core program. 2. The supplemental program is research based (At least one of the first two should be checked):

a. The program has INDEPENDENT research support. FCRR and/or guides and reviews/reportsb. The team used a guide from one of the centers for reading research.

c. The research base of the program includes information on use with and effectiveness for diverse learners (Item must be checked).

3. The supplemental program targets the following skills: (Circle the ideas covered).Alphabetic Principle (AP) Vocabulary (V) Fluency (F) Comprehension (C)4. The supplemental program is connected to the core reading instruction in Tier 1. (Both boxes below must be checked)

a. The supplemental program uses language that is similar to the core. b. The supplemental program’s scope and sequence is aligned to the core.

TIER 1 SUPPLEMENTAL PROGRAM(S):What is Used - (to be completed for each supplemental program)

InPlace Supplemental Program/Strategies Resources

1. Data were used to identify “holes” in and need for supplement to the core program. FCRR and/or guides and reviews/reports2. The supplemental program is research based (At least one of the first two should be

checked). a. The program has INDEPENDENT research support.b. The team used a guide from one of the centers for reading research.c. Research base of the program includes information on use with and effectiveness for diverse learners (Item must be checked).

3. The supplemental program targets the following skills: (Circle the ideas covered).Alphabetic Principle (AP) Vocabulary (V) Fluency (F) Comprehension (C)4. The supplemental program is connected to the core reading instruction in Tier 1. (Both boxes below must be checked.)

a. The supplemental program uses language that is similar to the core.


b. The supplemental program’s scope and sequence is aligned to the core.In

Place Implementation of Supplemental Program and Strategies Resources

1. Data are used to identify which students need the supplemental instruction. 2. All students who need the supplemental instruction are receiving it. 3. The supplement does not replace KEY instruction from the core program.

InPlace Implementation Checks for Supplemental Program and Strategies Resources

1. A clear and complete plan for the collection and use of implementation check lists for supplemental instruction includes (all boxes must be checked):

Plan for Program Implementation Checks and Examples

a. implementation checklists that have been seen and approved by teachersb. a determined acceptable level of implementation (includes a combination of student data and implementation check data)c. who collects the datad. when data will be collectede. how often data are collectedf. how feedback will be sharedg. how often data are reviewedh. how implementation concerns will be addressed.


TIER 1 ASSESSMENT:

Describe each assessment used at Tier 1 –

What: Purpose: Screening OutcomeBig Idea(s) Measured: Alphabetic Principle (AP) Vocabulary (V) Fluency (F) Comprehension (C) Technical Adequacy (reliable and valid for the purpose): Strong Unknown Weak

What: Purpose: Screening OutcomeBig Idea(s) Measured: AP V C FTechnical Adequacy (reliable and valid for the purpose): Strong Unknown Weak

What: Purpose: Screening OutcomeBig Idea(s) Measured: AP V C FTechnical Adequacy (reliable and valid for the purpose): Strong Unknown Weak

InPlace Assessment Selection Evidence/Resources

1. There is a multi-gated screening system for all students. 2. Assessment instruments are valid & reliable for proposed purpose. (All boxes must be checked.)

a. The technical manual reports adequate reliability data (alternate form, test-retest, internal consistency, reliability).b. The technical manual reports adequate validity data (predictive, concurrent). c. For screening instruments, the technical manual reports adequate information on sensitivity, specificity, and hit rate. d. The technical manual includes reports on diverse samples.

3. There are not multiple measures assessing the same skill.


InPlace Professional Development -- Assessment Evidence/Resources

1. Professional development for use of assessments includes training on …(all of the following must be checked):

a. purposes of assessmentb. reliable administration and scoringc. data analysis and used. consideration of linguistic and cultural factors in administration and data analysis

2. There is a clear plan for providing professional development for new staff on use of assessments.

InPlace Data Collection and Analysis Plan Evidence/Resources

1. There is use of an electronic database to manage and document student data. 2. There is a clear plan for universal screening data collection including (all boxes must be checked):

a. when data will be collectedb. who will administer and score assessmentsc. who will enter data and by whend. how collection and on-going check of reliability of data will be done.

3. Teachers routinely analyze data and meet in grade-level/department teams to review data and make instructional changes.

InPlace Effective Decision Rules Evidence/Resources

1. There is a clear and complete written plan regarding decision rules for which students need supplemental Tier 1 and/or Tier 2 supports.The plan includes (all boxes must be checked):

a. how data are validatedb. which assessments are usedc. criteria used for each decision


Secondary Literacy Analysis Guide -- Tier 2How healthy is your Tier 2 system of literacy support?

Students in Tier 2:1. Calculate the number of students receiving Tier 2 Intervention (what % of student population) (Should be less than 20%)

2. Is there an overrepresentation of any particular group of students?

Use your multi-gated assessment data to examine progress of students in Tier 1 and 2(By Grade and By Class)1. Analyze the strength of progress for each group of students. 2. Analyze the strength of Tier 1 (review the % of students reaching goals):

Tier 1: Tier 1 is strong, 95-100% of students reaching benchmark remain on track to reach future goals, OR

NEED to examine Tier 1 instruction3. Analyze the strength of Tier 2 (state the % of students reaching goals)___________

Tier 2: Tier 2 is strong, 80-100% of students receiving targeted supports reach goals, OR NEED to examine Tier 2 instruction

TIER 2 PROGRAMS & STRATEGIESWhat is Used: (Complete for each intervention program)

InPlace

Intervention Program/Strategy Resources/Evidence

1. The content covered and instructional methods used in Tier 2 intervention program is research based. (At least one of the first 2 items below must be checked.)

Comparison of definition for SBR;FCRR’s Guidelines for Reviewing a Reading Program: Guidelines to Review Reading Programs for Grades 4-12

a. The program has INDEPENDENT research support (best evidence). b. The team used a review from a center for reading research. c. The research base of the program includes information on use with and effectiveness for diverse learners (Item must be checked).

2. The Tier 2 instruction or intervention program emphasizes one or more of the “big ideas” of reading (circle skills targeted):Phonemic Awareness (PA) AP V C F3. The program/strategy provides for explicit instruction using research-based instructional methods (e.g., modeling, multiple opportunities for active student responding and guided practice, corrective feedback). 4. The instruction/program is aligned to the Academic Content Standards. 5. The Tier 2 program materials and instruction are connected to core reading instruction in Tier 1 (e.g., they use similar language).

What is Used: (Complete for each intervention program)

InPlace

Intervention Program/Strategy Resources/Evidence

1. The content covered and instructional methods used in Tier 2 intervention program is research based. (At least one of the first 2 items below must be checked.)


a. The program has INDEPENDENT research support (best evidence).

b. The team used a review from a center for reading research.c. The research base of the program includes information on use with and effectiveness for diverse learners (Item must be checked).

2. The tier 2 instruction or intervention program emphasizes one or more of the “big ideas” of reading (circle skills targeted): PA AP V C F3. The program/strategy provides for explicit instruction using research-based instructional methods (e.g., modeling, multiple opportunities for active student responding and guided practice, corrective feedback). 4. The instruction/program is aligned to the Academic Content Standards. 5. The program materials and instruction are connected to core reading instruction in Tier 1 (e.g., the use similar language).

EFFECTIVE IMPLEMENTATION OF TIER 2 INTERVENTIONIn

Place Effective Intervention Design Resources/Evidence

1. The team (grade level team, vertical team) examines multi-gated assessment data and ensures every student in need (based on decision rules) receives Tier 2 instruction. 2. ALL students have access to appropriate Tier 2 intervention(s) (integrated system – special ed, Title 1). 3. For English Language Learners, Tier 2 intervention(s) are provided with consultation from someone knowledgeable about second language acquisition (e.g., ESL teacher). 4. Tier 2 interventions are delivered by a skilled educator.5. Students do not miss key instruction to receive Tier 2 supports. 6. Tier 2 is provided in addition to core instruction. 7. Effective Tier 2 grouping includes (all boxes must be checked):

a. grouping students using datab. forming homogenous skill groupsc. using interventions that match the student’s skill deficit(s)d. placing students with the greatest need in the smallest groups

8. There is a clear plan for implementation of all Tier 2 Intervention. The plan includes (all boxes must be checked):

a. a list of all interventions b. who will implement which interventionc. when the interventions will be implementedd. how often the interventions will be implementede. how interventions will be documented (e.g., student attendance, self-report of adherence).

ADHERENCE TO TIER 2 INTERVENTIONIn

Place Adherence Checks of Tier 2 Intervention Resources/Evidence

1. There is a clear and complete plan for the collection and use of implementation data. The plan includes (all boxes must be checked):

a. an implementation checklist for EACH interventionb. who collects the data for each intervention Plan for Program

Implementation Checks and Examples

c. when data are collected for each interventiond. how often data are collected for each interventione. how often data are reviewed for each interventionf. how feedback will be shared


g. a statement of the acceptable level of implementation (combination of student data and implementation check data)h. how implementation concerns will be addressed

PROFESSIONAL DEVELOPMENT FOR TIER 2 INTERVENTIONSIn

Place Professional Development Resources/Evidence

1. Training has been provided for ALL Tier 2 intervention programs. 2. The quality of professional development has been reviewed. The PD plan includes: FCRR Guidelines for

PD Reviewa. strong instruction on use of intervention materials b. ongoing support through coaching, mentoring, on-site technical assistance.

3. There is a clear plan for providing professional development and ongoing support in use of the intervention materials for new staff.

TIER 2 ASSESSMENT:


What: Purpose: Progress Monitoring DiagnosticBig Idea(s) Measured: PA AP V C FTechnical Adequacy: Strong Unknown Weak



Effective Tier 2 Assessment SystemIn

Place Assessment Selection Resources/Evidence

1. When needed, effective curriculum based assessments are done in order to identify specific skills and needs of individual students. This is provided in order to most effectively place a student within the Tier 2 intervention(s).

Example CBA

2. The Tier 2 assessments can be used for the purpose of progress monitoring. (All boxes must be checked.)

National Center for Student Progress Monitoring a. There are alternate forms of equal and controlled difficulty available for

frequent data collection. b. The assessments are sensitive to growth over time. c. The assessments are linked to area of skill deficit.

3. Instruments are valid & reliable for the proposed purpose. (All boxes must be checked)

a. The technical manual reports adequate reliability data.b. The technical manual reports validity data. c. The technical manual includes reports on diverse samples.


InPlace Professional Development – Assessment Resources/Evidence

1. Professional development on the use of assessments includes training on (all of the following must be checked):

a. purposes of progress monitoring assessmentb. reliable administration and scoring of selected assessmentsc. using survey level and placement assessments to guide grouping and intervention selectiond. setting appropriate instructional goalse. data analysis and usef. consideration of linguistic and cultural factors in administration and data analysis.

2. There is a clear plan for providing professional development for new staff on use of assessments.

In Place Tier 2 Data Collection and Analysis Plan Resources/Evidence

1. Instructional level progress monitoring is done weekly or bi-weekly and grade –level progress monitoring is done monthly.2. There is a clear, written plan for collection of progress monitoring data including….(All boxes mus be checked)

a. what data will be collected based on student data patterns and linkage to area of skill deficit, including guidelines for collection of instructional level and grade level data.b. how frequently student progress in Tier 2 interventions will be monitored (i.e., weekly, bi-weekly)c. who will administer and score assessmentsd. who will enter progress monitoring data and maintain graphse. how collection and on-going check of the reliability of the data will be done

3. Each student receiving Tier 2 intervention has an individual progress monitoring graph that….(Both items must be checked)

a. includes sufficient baseline data, an aim line, a goal line, phase change linesb. is updated and regularly shared with appropriate stakeholders (e.g., student, students’ families)

4. Data are analyzed regularly and instructional changes are made based on the data for individual students and effectiveness of grade-level tier 2 instructional supports.

InPlace Effective Decision Rules Resources/Evidence

1. There is a clear and complete written plan regarding decision rules for which students need supplemental Tier 2 supports and when a student may no longer need Tier 2 supports or may need Tier 3 supportsThe plan includes…. (All boxes must be checked.)

a. how often data will be reviewed for decision making. Ensuring Strong Data-based Decision Making within the 3 Tiered Model: Establishing Decision Rules

b. how data are validated.c. which assessments are used.

d. criteria used for each decision.


Secondary Literacy Analysis Guide – Tier 3How healthy is your system?

Students in Tier 3:1. Calculate the number of students receiving Tier 3 Interventions (what % of student population) (Should be less than 5%)

2. Is there an overrepresentation of any particular group of students?

Use multi-gated assessment data to examine progress of students receiving intervention supports (Tiers 2 and Tier 3)1. Analyze strength of progress for each group of students

Tier 2: Tier 2 supports are strong, 80-100% of students receiving intervention are making adequate progress towards goals and there is not an overrepresentation of any particular group of students. OR

NEED to examine Tier 2 and/or Tier 3 instruction

Use individual student data (progress monitoring graphs) to examine progress of students receiving Tier 3 supports2. Analyze the strength of Tier 3 supports

Tier 3 supports are strong, 80-100% of your students receiving Tier 3 supports are reaching goals and there is not overrepresentation of any particular group of students OR

NEED to examine Tier 3 instructionDESIGNING TIER 3 SUPPORTS

In Place

Tier 3 Collaborative Problem-Solving Process Resources/Evidence

1. The Collaborative Problem Solving Process is used to design Tier 3 supports. 2. Individual student problem-solving team(s) include(s) (all boxes must be checked):

a. those providing direct service (e.g., classroom teacher, Title I teacher, interventionist)b. family member(s)c. the student (when appropriate)d. other members relevant to student and/or family needs (e.g., specialists, cultural brokers*, interpreters, etc.).

3. District/school has Collaborative Problem Solving forms that guide the team through the process and document decisions, data, and actions.

Problem-Solving Form Examples

In Place Intervention Components Resources/Evidence

1. Intervention plans are connected to Tier 1 and Tier 2 instruction. (all boxes must be checked)

a. Students still receive Tier 1 Core Instruction (intervention is provided IN ADDITION to core instruction) and Tier 2 supports (when necessary). b. Tier 3 intervention plans have complementary scope and sequences.

Tier 3 plans involve re-teaching skills not yet mastered in Tier 1/Tier 2 instruction. Tier 3 plans provide additional opportunities to master skills currently being taught in Tier 1/Tier 2 (previewing or additional practice opportunities).

If additional intervention program components are used, each intervention must be analyzed for the following:

2. Intervention program component(s) has/have a strong research base. a. There is INDEPENDENT research support (best evidence).


b. The team used a document from a center for reading research to review the program.

3. Intervention program components emphasize one or more of the “big ideas” of reading (circle skills targeted): PA AP V C F4. The program is aligned to the Academic Content Standards.

5. The program includes the elements of effective instructional design. Elements of Strong Intervention

EFFECTIVE IMPLEMENTATION OF TIER 3 INTERVENTIONIn

Place Effective Implementation Resources/Evidence

1. Every student receiving Tier 3 instruction has an individual written plan that includes:a. ambitious goals based on specified standards related to target behavior(s)b. outline of intervention to be providedc. who will provide intervention d. when intervention will be providede. how often intervention will be providedf. how often data will be collected and by whomg. when data will be reviewed.

2. Interventions are provided by a highly skilled teacher/educator.3. Implementation of Tier 3 is timely:

a. Tier 3 supports are put in place as soon as a student demonstrates need (based on decision rules).b. Collaborative problem-solving team is assembled quickly and moves through the process quickly (no more than 2 weeks for a plan to be put in place).

4. Effective implementation of interventions:a. students do not miss key instructionb. provided in addition to class of core instructionc. increased the amount of instructional time provided in Tier 2d. provided in an inclusive mannere. provides regular feedback about progress to student’s parent/guardian.

ADHERENCE TO TIER 3In

Place Adherence to the Problem-Solving Process Resources/Evidence

1. Clear and complete plan for collection and use of implementation data on implementation of the problem-solving process. The plan includes (all boxes must be checked):

a. use of a problem-solving process adherence checklist examining:Team membership to ensure that student’s parent/guardian is an active part of the Tier 3 process providing input and permission for supports provided

Problem-solving process adherence checklist

Correct completion of problem-solving forms for each step of the process.b. determination of acceptable level of adherence to the processc. who will review adherence to the processd. how often process adherence will be examinede. how implementation concerns will be addressed

2. Procedures are in place to ensure all students receiving Tier 3 have documented need for Tier 3. Procedures need to include checks that: Intervention Flow

Charta. Tier 1 has been fully implementedb. Tier 2 interventions have been fully implementedc. reliable progress monitoring data have been collected AND the data show a need for additional supports (at least 7 data points with a lack of progress)


d. key staff member(s) identified and given responsibility for ensuring that all students receiving Tier 3 have documented need.


PROFESSIONAL DEVELOPMENT FOR TIER 3 PROBLEM SOLVINGIn

Place Professional Development Resources/Evidence

1. Key staff (or all staff) have received training on use of the Collaborative Problem Solving process for individual student concerns. This training includes:

a. use of curriculum-based assessment to guide instruction Example CBAb. elements of effective intervention.

2. There is a clear plan for providing professional development and ongoing support for new staff in problem solving and the use of intervention materials.

TIER 3 ASSESSMENT




What: Purpose: Progress Monitoring DiagnosticBig Idea(s) Measured: PA AP V C FTechnical Adequacy: Strong Unknown WeakEffective Tier 3 Assessment System

In Place Assessment Selection Resources/Evidence

1. Effective curriculum based assessments are done in order to identify specific skills and needs. Example CBA

2. Effective progress monitoring is continued in Tier 3 (see Tier 2 progress monitoring assessment section).3. Each student receiving Tier 3 intervention continues his/her individual progress monitoring graph from Tier 2 supports. Student graphs (both boxes must be checked):

a. include sufficient baseline data, an aim line, a goal line, phase change linesb. are regularly updated and shared with appropriate stakeholders (e.g., student, students’ families).

4. Data are analyzed regularly and instructional changes are made based on the data for individual students and effectiveness of Tier 3 instructional supports.

a. Students are frequently assessed using instructional-level materials (e.g., once per week).b. Students are assessed monthly using grade-level materials.

In Place Effective Decision Rules Resources/Evidence

1. There is a clear and complete written plan regarding decision rules for which students need to continue with Tier 3 supports, may no longer need Tier 3 supports and may need fading to Tier 2 supports. The plan includes (all boxes must be checked):

Ensuring Strong Data-based Decision Making within the 3 Tiered Model: Establishing Decision Rules

a. how often data will be reviewed for decision makingb. how data are validatedc. which assessments are usedd. criteria used for each decision.



Education

Analysis Guide: Literacy Secondary