111

Cass City

Owendale-Gagetown

Huron County Rural Schools

Bad AxeCaseville

Elkton-Pigeon-Bay Port

Harbor Beach

North Huron

Ubly

Reese

Millington

Marlette USA

KingstonAkron-Fairgrove

Port Hope

Huron Intermediate School District: Our Story

May 4, 2010

22

Purpose: Purpose:

Improve student achievementImprove student achievement

Method: Method:

Build capacity in local districts by Build capacity in local districts by

maximizing leadership potential of maximizing leadership potential of

Teacher LeadersTeacher Leaders

SStudent tudent AAchievement chievement MModelodel

33

SAM is an RtI ModelSAM is an RtI Model

Strong core Strong core programsprograms

Early interventionEarly intervention Research-based Research-based

practicespractices Data-based decision Data-based decision

makingmaking A continuum of A continuum of

instructional supportinstructional support

44

Critical Components of SAMCritical Components of SAM

Structured teamsStructured teams

Training Training Teacher LeadersTeacher Leaders AdministratorsAdministrators

Collaboration – Collaboration – general and general and special educationspecial education

55

SAM StructureSAM Structure

SAM Steering Committee and Leadership Team

SAM Training Teams LEA Teams:

District Team Building Team Department/Grade-

Level Team

66

MathematicsMathematics

Teacher Leader training 2006-2007Teacher Leader training 2006-2007 Universal Screening Kindergarten through Universal Screening Kindergarten through

Algebra 1Algebra 1

77

Universal (Benchmark) Universal (Benchmark) ScreeningScreening

1.1. For ALL studentsFor ALL students

2.2. Focus on essential, important skillsFocus on essential, important skills

3.3. Instructionally relevantInstructionally relevant

4.4. Efficient to administerEfficient to administer

5.5. Sensitive to change in skill Sensitive to change in skill performanceperformance

6.6. Measure fluency of performanceMeasure fluency of performance

88

Math Measures Used in SAMMath Measures Used in SAM

MeasureMeasure SourceSource TimeTime

Tests of Early Tests of Early Numeracy (TEN)Numeracy (TEN)Grades K-1; 4 measuresGrades K-1; 4 measures

AIMSwebAIMSweb 1 min. 1 min. each;each;

individually individually administeradministereded

Mixed Mixed ComputationComputation Grades Grades 1-61-6

AIMSwebAIMSweb 2 – 4 min.;2 – 4 min.;

paper/paper/pencilpencil

Algebra MeasuresAlgebra Measures Grade 6 – Algebra 1Grade 6 – Algebra 1

AAIMS – AAIMS – Iowa Iowa State State UniversityUniversity

5 – 7 min.;5 – 7 min.;

paper/paper/pencilpencil

99

Tests of Early Numeracy Tests of Early Numeracy Grades K – 1Grades K – 1

Oral CountingOral Counting Number Number

IdentificationIdentification Quantity Quantity

DiscriminationDiscrimination Missing NumberMissing Number

Quantity Discrimination (QDM)

1010

Mixed Computation Mixed Computation Grades 1-6Grades 1-6

Whole number Whole number computation Grades computation Grades 1-5 (M-CBM)1-5 (M-CBM)

Rational computation Rational computation Grade 6 (custom)Grade 6 (custom)

M-COMP new August, M-COMP new August, 20102010

Rational Computation Measure

1111

Algebra Basic Skills Grades 6-7Algebra Basic Skills Grades 6-7

1212

Algebra FoundationsAlgebra FoundationsGrades 7, 8, and Algebra IGrades 7, 8, and Algebra I

1313

Content Analysis (Multiple Content Analysis (Multiple Choice)Choice)

Grade 8 and Algebra IGrade 8 and Algebra I

1414

Math Assessment SourcesMath Assessment Sources

AIMSwebAIMSwebhttp://www.aimsweb.com http://www.aimsweb.com

Project AAIMS: Algebra Assessment and Project AAIMS: Algebra Assessment and Instruction – Meeting StandardsInstruction – Meeting Standardshttp://www.ci.hs.iastate.edu/aaims/homepage.htmlhttp://www.ci.hs.iastate.edu/aaims/homepage.html

Others: Math DIBELS, Easy CBM, Others: Math DIBELS, Easy CBM, Edcheckup, Yearly Progress ProEdcheckup, Yearly Progress Pro

1515

Progress Monitoring / RtI Progress Monitoring / RtI WebsitesWebsites

Research Institute on Progress Research Institute on Progress MonitoringMonitoringhttp://www.progressmonitoring.net/http://www.progressmonitoring.net/

National Center on Student Progress National Center on Student Progress MonitoringMonitoringhttp://studentprogress.org/http://studentprogress.org/

National Center on Response to National Center on Response to InterventionInterventionhttp://www.rti4success.org/http://www.rti4success.org/

1616

Grade 6 Mathematics

53%

85%84%86%

95%94%100%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

23%

9%10%11%

4% 5%0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

23%

6% 6% 3% 1% 1% 0%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

sprin

g 07

fall 0

7

sprin

g 08

fall 0

8

sprin

g 09

fall 0

9

sprin

g 10

fall 1

0

sprin

g 11

fall 1

1

sprin

g 12

fall 1

2

sprin

g 13

fall 1

3

sprin

g 14

Benchmark Period

Per

cen

t o

f S

tud

ents

Tier 3

Tier 2

Tier 1

Local School, Grade 6, Math Local School, Grade 6, Math FluencyFluency

1717

Local School, K Missing Local School, K Missing Number Number

Fall to SpringFall to Spring

        

Implemented PALS Implemented PALS Math in addition to Math in addition to core curriculumcore curriculum

Percent of Percent of Kindergarteners at Kindergarteners at Tier 1 increased Tier 1 increased from 5% in the Fall from 5% in the Fall to 81% in the Springto 81% in the Spring

1818

• Implemented PALS Math

• Purchased updated math curriculum

• Provided focused math fact practice consistently across grades

• Spring 2007: 33% at Tier 1

• Spring 2009: 73% at Tier 1

Local Elementary BuildingLocal Elementary BuildingMath FluencyMath Fluency

1919

Went from 25% Tier 1 in Fall to 100% Tier 1 in Spring

ALL Tier 3 and Tier 2 students in Fall moved up a level by Winter

Local SchoolLocal SchoolGrade 8 Algebra FoundationsGrade 8 Algebra Foundations

2020

Progress Monitoring: Progress Monitoring: EveryEvery Strategic and Intensive Strategic and Intensive StudentStudent

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

M archScores

AprilScores

MayScores

JuneScores

60

50

Aimline

Implement “Ramp Up”Intensive Tier 3 intervention published by America’s Choice

2121

Finding Research-Based Finding Research-Based ResourcesResources

www.bestevidence.org

What Works Clearinghouse - ies.ed.gov/ncee/wwc

2222

Math Supplements and Math Supplements and InterventionsInterventions

PALS Math, K-6 (Vanderbilt University)PALS Math, K-6 (Vanderbilt University) Michigan Mathematics Program Michigan Mathematics Program

Improvement Project (MMPI), Grades 2-8Improvement Project (MMPI), Grades 2-8(www.michiganmathematics.org(www.michiganmathematics.org))

Number Worlds, Pre-K-8 (SRA)Number Worlds, Pre-K-8 (SRA) Connecting Math Concepts, K-8 (SRA)Connecting Math Concepts, K-8 (SRA) Corrective Math, Grades 3-adult (SRA)Corrective Math, Grades 3-adult (SRA) Odyssey, K-8, High School (Compass Odyssey, K-8, High School (Compass

Learning)Learning) Cognitive Tutor (Carnegie Learning)Cognitive Tutor (Carnegie Learning)

2323

Next Steps in MathematicsNext Steps in Mathematics

Continue benchmark Continue benchmark screeningscreening

Broaden approach to Broaden approach to assessmentassessment

Continue PD and Continue PD and resource identificationresource identification

Maintain curriculum Maintain curriculum alignmentalignment sammath.wikispaces.cosammath.wikispaces.co

m m

2424

SAM Literacy: Writing and SAM Literacy: Writing and ReadingReading

2525

Effective Elements to Improve Writing Achievement Effective Elements to Improve Writing Achievement for Grades 4 - 12 (Graham and Perin)for Grades 4 - 12 (Graham and Perin)

StrategiesStrategies SummarizationSummarization Collaborative WritingCollaborative Writing Specific Product GoalsSpecific Product Goals Word ProcessingWord Processing Sentence CombiningSentence Combining

Need for DIRECT INSTRUCTION (modeling; pacing; Need for DIRECT INSTRUCTION (modeling; pacing; increased engagement; scope and sequence; increased engagement; scope and sequence; systematic review of skills; routines for responding systematic review of skills; routines for responding and asking questions; providing specific and and asking questions; providing specific and consistent feedback)consistent feedback)

PrewritingPrewriting Inquiry ActivitiesInquiry Activities Process Writing ApproachProcess Writing Approach Study of ModelsStudy of Models Writing for Content LearningWriting for Content Learning

Writing NextWriting Next

2626

Multiple opportunities for improvementMultiple opportunities for improvement Emphasis on NON-FICTION writingEmphasis on NON-FICTION writing Collaborative scoring of student workCollaborative scoring of student work Value of feedbackValue of feedback Impact of timeImpact of time Value every adult in the systemValue every adult in the system Cross-disciplinary integrationCross-disciplinary integration

90-90-90 Schools on Writing90-90-90 Schools on Writing

2727

1.1. Direct, Explicit Vocabulary InstructionDirect, Explicit Vocabulary Instruction Word Meanings and Independent Strategies Word Meanings and Independent Strategies

2.2. Direct and Explicit Comprehension Direct and Explicit Comprehension Strategy InstructionStrategy Instruction

Active ParticipationActive Participation Multiple StrategiesMultiple Strategies

3.3. WritingWriting Across disciplines, using self-regulationAcross disciplines, using self-regulation Aids comprehensionAids comprehension

Essential Components for Essential Components for LiteracyLiteracy

2828

4.4. Motivation and EngagementMotivation and Engagement5.5. Reading InstructionReading Instruction

ALL students will benefit from some ALL students will benefit from some reading instruction (word-level work)reading instruction (word-level work)

SOME students need intensive reading SOME students need intensive reading instructioninstruction

Include decoding and fluency, vocabulary, Include decoding and fluency, vocabulary, background knowledge, and background knowledge, and comprehension strategiescomprehension strategies

Instruction will vary across content areasInstruction will vary across content areas

Essential Components, Essential Components, ContinuedContinued

2929

Letter copying in KindergartenLetter copying in Kindergarten Correct writing sequences Grades 1-Correct writing sequences Grades 1-

1212 DIBELS for ReadingDIBELS for Reading

Universal Screening in Universal Screening in LiteracyLiteracy

3030

Grade 5 Writing

74%79%

90% 90%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

10%

11%

7% 7%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

3% 3%

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

16% 10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

sprin

g 08

fall 0

8

winte

r 09

sprin

g 09

fall 0

9

winte

r 10

sprin

g 10

fall 1

0

winte

r 11

sprin

g 11

fall 1

1

winte

r 12

sprin

g 12

fall 1

2

winte

r 13

sprin

g 13

fall 1

3

winte

r 14

sprin

g 14

Benchmark Period

Per

cen

t o

f S

tud

ents

Tier 3

Tier 2

Tier 1

Local School – Grade 5 Writing Local School – Grade 5 Writing FluencyFluency

3131

Grades 9-12 Writing, All Grades 9-12 Writing, All SAMSAM

3232

Local Elementary BuildingLocal Elementary BuildingWriting FluencyWriting Fluency

In the district, only 77% In the district, only 77% of students were “in of students were “in the green”the green”

Two retired writing Two retired writing teachers were hired last teachers were hired last year to give extra writing year to give extra writing supportsupport

Common planning time Common planning time for teachers was createdfor teachers was created

All teachers were trained All teachers were trained in Step Up to Writingin Step Up to Writing

Scores improved 12%Scores improved 12%

3333

K Phoneme Segmentation Jan. to K Phoneme Segmentation Jan. to MayMay

BEFORE Tier 1 ChangesBEFORE Tier 1 Changes

3434

Same teacher following yearSame teacher following yearAFTER Tier 1 ChangesAFTER Tier 1 Changes

3535

Step Up to WritingStep Up to Writing K-12, cross-disciplinaryK-12, cross-disciplinary Local TrainersLocal Trainers Implementation PlansImplementation Plans

StrategiesStrategies Self-Regulated Strategy Self-Regulated Strategy

Development (SRSD)Development (SRSD) Cover, Copy, CompareCover, Copy, Compare

Tier 1Tier 1

3636

Tier 1 Programs and Strategies, with...Tier 1 Programs and Strategies, with...

Reduced group size Reduced group size Increased instructional time, frequency, Increased instructional time, frequency,

intensityintensity

Specific Intervention Programs and StrategiesSpecific Intervention Programs and Strategies

REWARDS WritingREWARDS Writing Expressive Writing 1 and 2Expressive Writing 1 and 2 Handwriting Without TearsHandwriting Without Tears Sentence combining strategiesSentence combining strategies

Direct, explicit Instruction

Tiers 2 and 3Tiers 2 and 3

3737

Road to the CodeRoad to the Code Stepping StonesStepping Stones Ladders to LiteracyLadders to Literacy Sound PartnersSound Partners Phonics for ReadingPhonics for Reading SPIRESPIRE REWARDS (and Plus)REWARDS (and Plus) Read NaturallyRead Naturally Evidence-Based Literacy InstructionEvidence-Based Literacy Instruction

Reading Supplements and Reading Supplements and InterventionsInterventions

3838

Update HISD Literacy Guiding DocumentUpdate HISD Literacy Guiding Document Continue Continue Step Up to WritingStep Up to Writing

implementationimplementation Train teacher leaders in adolescent literacyTrain teacher leaders in adolescent literacy Research additional interventions for Research additional interventions for

reading and writingreading and writing Research alternate early writing measureResearch alternate early writing measure Implement additional diagnostic measuresImplement additional diagnostic measures Incorporate Common Core StandardsIncorporate Common Core Standards

38

Next Steps for LiteracyNext Steps for Literacy

3939

SAM - What We’d Do the SAM - What We’d Do the SameSame

Train and support administratorsTrain and support administrators Structure local teams (district, Structure local teams (district,

building, grade/department)building, grade/department) Engage HISD teams in deep, ongoing Engage HISD teams in deep, ongoing

studystudy Facilitate systematic data review Facilitate systematic data review

processprocess

4040

SAM - What We’d Do SAM - What We’d Do DifferentlyDifferently

CarefullyCarefully select Teacher Leaders select Teacher Leaders Frontload in-depth training for Frontload in-depth training for

administratorsadministrators Gather systematic input from localsGather systematic input from locals Provide appropriate support for Provide appropriate support for

“worker bees”“worker bees” More clearly define roles and More clearly define roles and

expectations up frontexpectations up front

4141

How Life Has ChangedHow Life Has Changed

Students write – and learn – moreStudents write – and learn – more More interaction between General More interaction between General

Education and Special EducationEducation and Special Education Local administrator discussions more Local administrator discussions more

targeted toward student achievement targeted toward student achievement HISD staff have broader (and deeper) HISD staff have broader (and deeper)

knowledge baseknowledge base Teachers are more effective (strategies Teachers are more effective (strategies

and use of time)and use of time)

4242

Change takes time; if a magic wand Change takes time; if a magic wand existed, we would have already used existed, we would have already used

itit

4343

For More Information . . . For More Information . . .

www.hisd.k12.mi.uswww.hisd.k12.mi.us Click “Student Click “Student

Achievement Model” at Achievement Model” at leftleft

Janet RichardsJanet Richards janet@hisd.k12.mi.usjanet@hisd.k12.mi.us

Peggy RandallPeggy Randall pegann@hisd.k12.mi.uspegann@hisd.k12.mi.us

Jennifer TrusockJennifer Trusock jtrusock@hisd.k12.mi.us jtrusock@hisd.k12.mi.us