Ready, Fire, Aim

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Ready, Fire, Aim
Service Delivery Data-Based Decision
Making Presented by Bill Tollestrup Director of
Special Education/CAST Elk Grove Unified School
District
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Every Child by Name and Need
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Key Components ofCollaboration
Educators
Student Achievement
Parents
Students
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Collaboration

• To work in association with to work with, help

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The Need for a Collaboration!

• Throughout our ten-year study, whenever we found
  an effective school or an effective department
  within a school, without exception that school or
  department has been part of a collaborative
  professional learning community.
• Milbrey McLaughlin

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All Adults are Responsible for All Children

• All of us have a stake in the success of our
  children. The pronouns must change to we and
  our.

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Structure
Process
Pattern
Information
Identity
Relationship
The System
Nothing above the green line can be effectively
addressed until the issues below the green line
are addressed!
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Relationship

• people having access to each other and
  interacting across the structure

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Three Key Components.

• Teamwork
• Use of Data
• Establishing Measurable Goals

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Information

• The nutrient of the organization.
• Information that is abundant, uncontrolled, and
  available to everyone.

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Information
From Other Sources
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EFFECTIVE STRATEGIES WORK FOR ALL STUDENTS
there is little evidence that children
experiencing difficulties learning to read, even
those with identifiable learning disabilities,
need radically different sorts of supports than
children at low-risk, although they may need much
more support.
Snow, Burns, Griffin, 1998, p.32
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EFFECTIVE STRATEGIES WORK FOR ALL STUDENTS
What we know from this synthesis is that the
instructional practices that enhance learning
outcomes for students with LD result in improved
outcomes for all students. Vaughn, Gersten,
Chard, (2000)
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Good instruction is

• GOOD INSTRUCTION!

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What Type of Data is Needed to Drive Instruction?

• Social-emotional
• Personnel
• History
• Curricular (recent reading presentation)
• Achievement
• Big Rocks v. Little Rocks
• Etc.

What other types of data is needed at your site?
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The reason I work hard is because my teacher
demands it
Percent responding Yes
Ferguson R. Harvard University and Minority
Student Achievement Network
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The reason I work hard is because my teacher
encourages me
Percent responding Yes
Ferguson R. Harvard University and Minority
Student Achievement Network
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Steps in Designing Standards-Based
Student-Based Assessment

• Target the essential standards
• Find interdisciplinary connections
• Plan an engaging scenario
• Differentiate performance tasks
• Provide samples of proficient, advanced, and
  progressing work

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Lessons from the 90/90/90 Schools

• 90 or more free and reduced lunch
• 90 or more minority enrollment
• 90 or more of the students meet or exceed
  proficiency on state assessment

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Common Elements of 90/90/90 Schools

• Focus on Achievement Measurement honesty, not
  excuses
• Multiple opportunities for student success
• Weekly assessment
• Writing as lever
• External Scoring

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Performance Data

• Data enables the team
• establish need
• set a measurable goal
• monitor and assess achievement toward goal
• adjust instruction

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The Key to Assessment in Professional Learning
Communities

• Collaborative teams of teachers analyzing
  learning data
• Translating data into information (i.e. attaching
  meaning)
• Targeting specific areas for improvement
• Collaboratively engaging in collective inquiry
  (i.e. best practices)
• Experimenting with best practices in classrooms
  (i.e. action research)
• Collaboratively analyzing the results of the
  interventions
• Developing a culture where this process is
  cyclical, internalized, and part of how we do
  business.
• Dufour Eaker

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How will we know they know?

• In a professional learning community,
  collaborative teams engage in deep, substantive
  discussions about assessment of student learning
  resulting in the development of collaboratively
  developed common examinations among other things.
• Dufour Eaker

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Checklist for Improving Norm-Referenced,
Standardized Test ScoresDufour Eaker

• Is the curriculum aligned with the state test
  objectives?
• Is the curriculum, in fact, being taught?
• Do students have the opportunity to practice the
  kinds of knowledge, skills, or processes they
  will have to demonstrate on the tests?

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Checklist for Improving Norm-Referenced,
Standardized Test ScoresDufour Eaker

• How do we assess what students are learning and
  what they can do prior to taking the standardized
  tests? What plans are in place to focus on areas
  in which students are weak?
• Have we disaggregated test results from
  standardized tests by grade level, subject area,
  and , most importantly, individual classrooms?
  Have we identified pockets of low scores?

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Checklist for Improving Norm-Referenced,
Standardized Test ScoresDufour Eaker

• 6. Have we analyzed test results to the degree
  that we can identify test objectives on which
  individual students score poorly?
• 7. Does each school have a plan for focusing on
  individual students who arent learning? In other
  words, has each school developed a pyramid of
  interventions?

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Checklist for Improving Norm-Referenced,
Standardized Test ScoresDufour Eaker

• 8. Are test results analyzed by teams of teachers
  in order to identify high-priority goals for the
  school improvement plan? If all of the goals of
  the school improvement plan were achieved, to
  what degree would it significantly change student
  achievement data?

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Checklist for Improving Norm-Referenced,
Standardized Test ScoresDufour Eaker

• 9. Are staff development funds tied to individual
  school improvement plans? In other words, are
  resources made available to individuals and
  schools in order to successfully carry out the
  school improvement plan?

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Measurable Goals

• Specific and measurable goals give a constancy of
  purpose at the classroom level
• Specific Goals
• 4 convey a message directly to teachers that
  they are the experts on improvement in their
  classroom
• 4 provide a basis for rational decision making,
  for ways to organize and execute their
  instruction
• 4 enable teachers to gauge their instruction
• 4 promote professional dialogue
• Need to be created in a climate of high
  expectations by teachers without personal threat
• Goals give the team meaning

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Identity

• the meaning we give ourselves who we think we
  are who, by our actions, others say we are.

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A New ERANCLBPresidents Commission on IDEA
Major Recommendation 1 Focus on Result not on
process. Major Recommendation 2 Embrace a
model of prevention not a model of
failure. Major Recommendation 3 Consider
children with disabilities as general
education children first.
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Adequate Yearly Progress (AYP) Eligibility
CriteriaResponse To Intervention (RTI)
Eligibility must be interdependent upon
instructional supports and other interventions
provided through general education. In the
primary grades, students who are achieving at a
low level and who demonstrate deficits on
periodically-administered assessments should be
provided with intensive, supportive
instructionthere is no reason to differentiate
between low achieving students and students with
real learning disabilities. An instructional
support team, or early intervention model, using
a systematic individualized data based
problem-solving process would be a required
component under IDEA.
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A New EraIdentification ProcessAYP/RTI
Multidisciplinary teams need to use multiple
methods of assessment, selected on an
individualized basis, that relate to referral
concerns and that are linked to potential
intervention strategies, both instructional and
non-instructional (behavioral, motivational,
social-emotional). Curriculum-based assessment
and other functional and authentic assessment
methods should be routinely included. There is a
growing body of research indicating positive
outcomes for such models when they incorporate
problem solving or Instructional Support Teams.
In its reauthorization, IDEA should encourage
states and districts to expand the use of these
types of noncategorical models.
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What is CAST?
NCLB
CAST is an intervention/prevention service
delivery model which incorporates all educational
resources available to serve at risk students and
their families. It is not a Special Education
Program.
AYP/RTI

• CAST
• enhances a students school experiences
• intensifies support services
• surrounds students with accelerated learning
  opportunities within the mainstream of general
  education

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The CAST Conference
Goal A seamless support process that delivers
services to students based on data and a plan for
student success.
CAST Conference Team Members Classroom
teacher(s), Specialists, Administrator, RTPT,
Categorical Staff Classroom teacher reviews
progress of individual students in his/her
class Team designs immediate interventions for
identified students
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Response To InterventionThree Tiered
Intervention Model

• Assessment by response to intervention
• Tier 1
• Provide classroom support
• Instructional Coach, Categorical Supports, etc.
• Tier 2
• Provide more intensive support
• Reading Lab, Extended Day, Learning Center, etc.
• Tier 3
• Consider special education
• Progress Monitoring at all levels

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CAST Conference Interventions
Need
Intervention
Tier 1
Students slightly below grade level standards and
benchmarks (Basic, Below Basic)
Classroom Collaboration
Tier 2
Students requiring intense academic interventions
(Far Below)
Intensive level of service in small group
instruction
Students requiring social/emotional and
behavioral interventions
Tier 1 2
Regional Services
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Tier 1
Tier 1
Tier 2
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GENERAL EDUCATION
Exhausting the Resources of GenEd
Response To Intervention
Tier 1
Tier 2
NO
YES
Tier 3
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Secondary CAST
AYP/RTI
NCLB

• Houses (Core Teachers Support Staff)
• Expanded ELA Math Departments
• Reading Specialists, Coaches, Special Education,
  ELL, and all other categorical supports
• Grade Level Teams

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Secondary CAST
CST Baseline Data
Tier 1
Evidence of Intervention
Core with Differentiated Instruction (Progress
Monitoring)
Benchmark Strategic Intense
Diagnostic Screening
Intervention Indicated
Tier 2 3
Tier 1
Core with Small Group Instruction in deficit
area (progress monitoring)
Intense Intervention Curriculum (minimum 90
minutes) (intense progress monitoring)
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Q. How are interventions designed by the CAST
team?
A. The CAST Conference Team identifies
appropriate strategies and interventions by using
the evidence collected through screening and
assessment. The procedures of diagnostic and
prescriptive teaching are followed to best meet
student needs.
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DifferentiatedDiagnosis
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(No Transcript)
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Assessment for K-3
RAN
Tier 1 2
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Assessment 4-8
Tier 1,2,3
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Diagnostic Plan for Upper Grades
Tier 1, 2 3
START CST Scores
Assessment of Reading Comprehension
No further assessment indicated Work on
grade-level curriculum
IF AT GRADE LEVEL
Verbal Language Scale
If Low
Oral Reading (Naming Speed) Word Recognition
IF AT GRADE LEVEL
Work on vocabulary and Comprehension strategies
If Low
Work on spelling, sight word recognition,
fluency, vocabulary, and comprehension strategies
IF AT GRADE LEVEL
Phonics Assessment
If Low
Work on phonics, spelling, sight word
recognition, fluency, vocabulary, and
comprehension strategies
IF AT GRADE LEVEL
Phoneme Segmentation
If Low
Phonemic Awareness
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Assessing Reading Multiple Measures Arena Press
http//www.amazon.com/exec/obidos/search-handle-fo
rm/002-8356814-0404028
Assessing Reading Multiple Measures for
Kindergarten Through Eighth Grade (Core Literacy
Training Series) (Spiral-bound - February 1999)
32.00
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Necessary Instructional Components - Reading

• I. Subword processes
• Phonological awareness
• Orthographic awareness
• Alphabet principle
• Syllable awareness
• II. Word processes
• Word specific mechanism
• Accuracy
• Automaticity
• Phonological decoding mechanism
• Accuracy
• Automaticity

• Morphological awareness
• Compound words
• Syllable segmentation
• Roots
• Roots with affixes
• Morphophonemic transformation of words
• Stress and intonational patterns and their
  relationship to spelling rules

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Necessary Instructional Components - Reading

• Text processes
• Oral Reading
• Accuracy
• Rate
• Fluency
• Comprehension
• Silent Reading
• Comprehension
• Rate
• Comprehension
• Background knowledge
• Language processes
• Cognitive processes
• Metacognitive strategies for comprehension
  monitoring and self-regulation of the reading
  process

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Necessary Instructional Components - Writing

• Subword processes
• A. Handwriting
• 1. Accuracy
• 2. Automaticity
• B. Keyboarding
• Word processes
• A. Orthographic awareness
• B. Phonological awareness
• C. Morphological awareness
• D. Semantic knowledge

• Text process
• A. Word level
• 1. Word choice
• 2. Fluency
• B. Sentence level
• 1. Syntax
• 2. Grammatical usage
• C. Text level
• 1. Algorithms for generating text
• 2. Text structure
• 3. Cohesive ties
• 4. Psychological relevance

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Necessary Instructional Components - Writing

• Executive Functions
• A. Planning
• 1. On-line planning
• 2. Advance planning
• B. Reviewing/Revising
• 1. On-line
• 2. Post-translating
• C. Self-regulating (e.g., attention,
  organization, task completion)

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Individual Curriculum Adaptation PlanNine Types
of Curriculum Adaptations
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Elements of Success

• System Approach
• Focus on Student Learning
• Diagnostic
• Progress Monitoring
• Summative
• Staff Dissatisfaction with student performance
• Selection of a Research-Based Proven
  Intervention

• District Coordinator Leadership
• Professional Development Linked to Curricular
  intervention
• Development of Staff Curricular Knowledge
  Pedagogical Skill
• Principal Leadership
• School Coordinator
• In-Class Coaching