Using universal screeners and targeted reading intervention at the secondary
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Transcript of Using universal screeners and targeted reading intervention at the secondary
Using universal screeners and targeted Using universal screeners and targeted reading intervention at the secondaryreading intervention at the secondary
level: One high school’s approach.level: One high school’s approach.
Winton Woods High School
June 15, 2009Greg Lynch, Intervention Specialist
Jan Bell, Intervention SpecialistDenise Davenport, Intervention Specialist
Dr. Terri Holden, PrincipalLisa Butts, School Psychologist
Patty D’Arcy, Director of Student Services
OverviewOverview
• Winton Woods High School Demographics
• Winton Woods High School Historical Performance Data
• The Journey Toward an Integrated Systems (Three-Tiered) Model
• Where We Are Now• The Future
DemographicsDemographics
2007-2008
2006-2007
2005-2006
2004-2005
African American 73.8 72.7 71.4 71.2
American Indian NC NC NC NC
Asian/Pacific Islander 1.5 1.7 1.8 1.5
Hispanic 3.2 3.3 2.5 2.4
Multi-Racial 5.6 4.2 4.3 3.4
White 15.8 17.9 19.9 21.4
Economically Disadvantaged 28.4 28.3 17.7 24.6
Limited English Proficient 2.1 1.7 1.8 1.5
Students with Disabilities 20.4 21.1 20.7 20.1
Median Income FiguresMedian Income Figures
2007-
20082006-
20072005-
20062004-
2005
Finneytown $38,950 $37,215 $38,353 $35,481
Fairfield $36,401 $35,600 $36,028 $35,817
Northwest Local $34,774 $33,688 $34,056 $33,118
Princeton City $33,411 $31,996 $32,546 $32,138
Winton Woods $32,460 $31,575 $31,979 $32,361
State of Ohio $31,321 $30,362 $30,505 $29,677
Mt. Healthy $28,352 $27,452 $27,950 $27,825
*Projected Data
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
RatingEffectiv
e*Effectiv
eEffectiv
eEffectiv
eEffectiv
e
Indicators Met 9/12* 7/12 6/12 9/12 6/7
Performance Index 94.5* 90.5 92.8 93.6 94.8
AYP Status ??? Not Met Met Not Met Met
Attendance 93.0* 93.2 94.8 93.9 94.1
Graduation Rate check 94.0 86.9 86.9 90.0
Local Report Card Non-Test IndicatorsLocal Report Card Non-Test Indicators
*Projected Data
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Reading 81.1* 80.5 85.7 88.0 90.5
Mathematics 75.0*
69.2 79.0 86.8 78.4
Writing 92.5* 83.1 90.1 78.0 76.1
Science
64.4*
56.4
61.5
57.2
62.7
Social Studies 80.0* 75.5
63.7 76.5 77.2
Local Report Card Grade 10 Local Report Card Grade 10 IndicatorsIndicators
*Projected Data
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Reading 89.4 90.0 94.3 NC
Mathematics 83.7 80.0 93.9 NC
Writing 91.1 91.5 87.9 NC
Science 72.8 71.2 79.5 NC
Social Studies 84.1 81.5 85.9 NC
Local Report Card Grade 11 IndicatorsLocal Report Card Grade 11 Indicators
81.1% 74.4%92.5%
64.4%80.0%
18.9% 25.6%35.6%
7.5%20.0%
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
120.0%
Reading Math Writing Science SocialStudies
Failing
Passing
Grade 10 2009 Preliminary OGT DataGrade 10 2009 Preliminary OGT Data
Pass/Fail Percentages Pass/Fail Percentages Grade 10 2008Grade 10 2008
81% 83%69%
56%76%
20% 17%31%
44%25%
0%
20%
40%
60%
80%
100%
120%
Reading Math SocialStudies
FailingPassing
390
395
400
405
410
415
420
Reading Writing Math Science SocialStudies
Sco
res
Average Score for Grade 10 2008Average Score for Grade 10 2008
Average Score: Students with DisabilitiesAverage Score: Students with DisabilitiesGrade 10 2009Grade 10 2009
392
385
404
380
387
365370375380385390395400405410
Reading Math Writing Science SocialStudies
Pass/Fail Percentages: Pass/Fail Percentages: Students with Disabilities Grade Students with Disabilities Grade
10 200910 2009
38.3%23.4%
67.4%
19.6% 32.6%
61.7%76.6%
32.6%
80.4% 67.4%
0%
20%
40%
60%
80%
100%
120%
Reading Math Writing Science SocialStudies
Passing Failing
381
377378
373
380
368370372374376378380382
Reading Writing Math Science SocialStudies
Av
era
ge
Sc
ore
sAverage Score: Students with DisabilitiesAverage Score: Students with Disabilities
Grade 10 2008Grade 10 2008
395.0 392.9 395.9
379.9393.1
370380390400
Reading
Writing
Math
Science
Social Studies
Sc
ore
Average Score: Students with DisabilitiesAverage Score: Students with DisabilitiesGrade 11 2009Grade 11 2009
25.0% 29.5% 17.8% 15.9% 20.0%
75.0% 70.5% 82.2% 84.1% 80.0%
0%
20%
40%
60%
80%
100%
120%
Reading Writing Math Science SocialStudies
Pe
rce
nta
ge
s
Passing Failing
Pass/Fail Percentages: Pass/Fail Percentages: Students with Disabilities Grade Students with Disabilities Grade
10 200810 2008
46.7% 46.7%56.7%
23.3%40.0%
53.3% 53.3%43.3%
76.7%60.0%
0%
20%
40%
60%
80%
100%
120%
Reading Writing Math Science SocialStudies
Passing Failing
Pass/Fail Percentages: Pass/Fail Percentages: Students with Disabilities Grade Students with Disabilities Grade
11 200911 2009
Comparing 10th & 11th Grade AVG Scores
360
365
370
375
380
385
390
395
400
Reading Writing Math Science SocialStudies
Av
era
ge
Sc
ore
s
Avg score as 10th graders
Avg score as 11th graders
Addressing the Need
• Increase student achievement• Increase OGT passage rates• Utilize SRB instructional strategies
English 9 Class Project…
Reading ScreeningReading Screening
• 6th Grade DIBELS• 24 Grade 9 students (co-taught
class)• 1 English Class• Conducted by intervention
specialist
Determining NeedDetermining Need
• Students with Oral Reading Fluency Median scores of <130
• 7 Students Total (29%)
Challenges
• Time
• Tradition/Buy In
AssetsCorrective Reading MaterialsCo-Teaching ModelDIBELS K-6Administrative SupportStaff Support
Corrective ReadingCorrective Reading
• Why? • Two groups (3 students, 4
students)• One day weekly• 15 minutes
OutcomeStudent Median ORF
Oct. 2007
Median ORF Dec. 2007
Reading Math Writing Science Social Studies
1 117 126 413 418 433 401 418
2 109 102 416 418 433 398 402
3 116 139 396 412 420 374 402
4 129 151 412 409 448 428 422
5 122 143 Student withdrew
6 121 141 Student withdrew
7 79 89 400 398 413 367 378
Small, but Important Steps
• 6/7 or 86% increased ORF from May to Dec.
• 4/5 or 80% (with data) passed Reading OGT 2009
• 2/5 or 40% (with data) passed Five OGT sections 2009
A Trial Run for 2009
Universal Screening in Reading– Trial: administered DIBELS to
students in grade 9 English classes– Early feedback offers promise
• Introduction to universal screening @ HS• Increase staff and student focus on
reading
– Results help to identify needs
2008-2009 DIBELS 2008-2009 DIBELS ScoresScores
# of Students Tested
Average Score
High Score
Low Score
% with Median Between
101-150
% with Median Below 100
Median Error
Error High
222 154 276 41 34% 9% 3 13
Grade 9
Disaggregated DataGrade 9 DIBELS
15 Students Reading > 200 wpm– 11 females, 4 males– 9 African American, 2 White, 3
Hispanic, 1 Multiracial– 1 ESL identified, 0 Special Ed.
Disaggregated DataGrade 9 DIBELS
14 Students Reading <90 wpm– 7 females, 7 males– 7 African American, 6 Hispanic, 1
Asian Pacific Islander– 7 ESL identified, 6 Special Ed.
identified, 1 both ESL and Special Ed.
The Future
• Expand Universal Screening– Reading (DIBELS)– Math (CBM)– Enrollment of New Students
• 2009-2010 Study Skills Classes– Special Ed. Students– Corrective Reading 2x/week
• Strengthen instruction for ESL students
– TESOL endorsed teacher– Change from tutoring model
Ohio Improvement Ohio Improvement ProcessProcess
School-Wide School-Wide Instructional FocusInstructional Focus
• Explicit vocabulary Explicit vocabulary instructioninstruction
• Explicit reading Explicit reading comprehension instructioncomprehension instruction
• Non-narrative writingNon-narrative writing• Note-taking skillsNote-taking skills
80%80%
Winton Woods Achievement Model (WWAM)
The students of today now love The students of today now love luxury. They have bad manners. luxury. They have bad manners. They show disrespect to adults, and They show disrespect to adults, and love to talk, rather than work or love to talk, rather than work or exercise. They contradict their exercise. They contradict their teachers, chatter in front of teachers, chatter in front of company, gobble down their food at company, gobble down their food at the table, and intimidate their the table, and intimidate their teachers.teachers. ????????
2007-2008
2006-2007
2005-2006
2004-2005
All Discipline Types 34.1 39.7 33.0 34.4
Expulsions 0.6 0.3 0.0 0.8
Out-of-School Suspensions 16.1 23.2 32.7 28.6
Other Discipline Types 17.4 16.3 0.3 4.9
Disciplinary Actions Per 100 StudentsDisciplinary Actions Per 100 Students
Five Basic Concepts of Five Basic Concepts of Classroom ManagementClassroom Management
1. Classroom SStructure
2. Overtly TTeaching how to behave (situation dependent)
3.3. OObserve & monitor student behavior
4. Frequently IInteract positively with students
5. Pre-plan how to CCorrect misbehavior
from CHAMPS (Randy Sprick’s Safe & Civil Schools)
• Consequences STOP behavior; consequences don’t change behavior.
• Student motivation & encouragement are linked to student behavior.
• Expect-Connect-Correct• Positive interaction ratio should be
between 5:1 and 10:1.
“Correction does much, but encouragement does more.”
Goethe
Positive Behavior Positive Behavior SupportsSupports
• Clear school-wide expectationsClear school-wide expectations• Comprehensive instruction in Comprehensive instruction in
expected behaviorsexpected behaviors• System for providing consistent System for providing consistent
encouragement of expected encouragement of expected behaviors and correction of behaviors and correction of behavior errorsbehavior errors
• Building community connectionsBuilding community connections
The Warrior The Warrior Way…Way…
RespectResponsibility
Excellence
WWHS BEHAVIOR EXPECTIONS MATRIX WORKSHEET
Respect Responsibility Excellence
Cafeteria Clean up area when finished.Wait your turn in line.Follow instructions of any staff member.Use appropriate, non-offensive vocabulary & gestures.
Report to cafeteria during assigned lunch time.Have money or student # ready to pay for your purchase.Finish all food in the cafeteria.
Use table manners.
Hallway Speak in an appropriate adult voice.Follow verbal directions immediately.Use appropriate, non-offensive vocabulary & gestures.
Move quickly through the hallway to your locker or class.Keep all cell phones and e-devices away and off during school hours 6:50 – 2:01.Return to class within a 5 minutes of a written pass.
Organize your book drop off & pick up schedule to allow arrival to class on time.
School Event
Give full attention to presenter or speaker.Take care of school property.Follow directions.Use appropriate, non-offensive vocabulary & gestures.
Listen for instructions.Sit in assigned area.
Show positive support for the event.Cheer or applaud appropriately.
Classroom Respect others and the property of othersRespond appropriately to adult requestsUse appropriate, non-offensive vocabulary & gesturesListen while someone is talking
Attend all classes.Show on-time behavior.Acquire and complete missing work.Be an active participant.Have all needed materials.Follow “10-minute Rule.”Follow school rules.
Self advocate (be knowledgeable about class progress and communicate with your teachers).Make connections and reflections.Put forth your best effort.
Restroom Respond to staff request.Flush.Use trash receptacles.Use restroom supplies.No writing on the walls.Use appropriate, non-offensive vocabulary & gestures.
Use nearest facility.Go directly to and from the restroom.Notify staff of problems.Use facilities as intended.No cell phone use.Get in and out quickly.Exit immediately in proper dress code.Wash your hands.
Use the restroom during breaks.
PBS Matrix: Classroom
RESPECT RESPONSIBILITY EXCELLENCE
Respect others & the property of others.Respond appropriately to adult requests.Use appropriate non-offensive vocabulary & gestures.Listen while someone is talking.
Attend all classes.Show on-time behavior.Acquire & complete missing work.Be an active participant.Have all needed materials.Follow the “ten-minute” rule.Follow school rules.
Self-advocate (be knowledgeable about class progress & communicate with your teachers).Make connections & reflections.Put forth your best effort.