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With Growing Pains Come Opportunities:
Curriculum Planning, Assessment, and Student Support at the
Twin Cities German Immersion School (K-8)
Lead Presenter: Dr. Gesa ZinnMichael Mullins, Kirsten Newell,
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Overview• TCGIS: German Immersion in Como Park• Response to Intervention (RtI)• Curriculum Development• Targeted Intervention (Tier II)• Data Management and Analysis
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About TCGIS
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TCGIS: 2005-2007• BEGINNINGS:• 2 teachers• 43 students
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TCGIS: 2007-2013• The MIDDLE YEARS• 161 students
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TCGIS: 2013-2016• Today:• 522 students• 17 staff & adm
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Response to Intervention
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TerminologyMulti-tiered Systems of Support
Response to Intervention Positive Behavioral Interventions & Supports
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RtI
www.rti4success.org
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Screening• Universal• All students
• Purpose• Verify core curriculum or teaching is working for most students• Identify students who might be at risk
• Typically 3 times per year• Assessment:• Reliable, valid, efficient/feasible
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Progress Monitoring• Monitor a student’s progress• Focus on students receiving a particular intervention
• Purpose• Provide data for decision-making, problem solving
• Often once per week or every other week• Assessment:• Reliable, valid, efficient/feasible, and sensitive to growth over time
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Tier 3
Tier 2
Tier 1
Multi-level prevention systemIn
crea
singl
y in
tens
ive
inte
rven
tions
Core curriculum
Intervention
Intensive Intervention
~80%
~15%
~5%
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Data-Based Decision Making• Data is useless unless we use it!• Decision-making rules should be specified for
screening and progress monitoring decisions• Movement up and down the “triangle” or
between tiers requires data-based decision making• This includes special education eligibility decisions
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Curriculum Development
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State Assessment Results - Reading
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State Assessment Results - Math
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State Assessment Results - Science
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German Proficiency - SOPA
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German Proficiency – A2
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German Proficiency – DSD I
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We aren’t in the super chicken business
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Collaboration: More than meets the eye
http://blog.pgi.com/2013/05/collaboration-at-work-is-the-new-competition/
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24Best Practices in School Psychology V: Chapter 65Niebling, Roach, & Rahn-Blakeslee
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The importance of…
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Targeted Intervention (Tier II)
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ASSESSMENT: How we decide when to intervene• Behavior• Math• Literacy
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Struggling Learners“A struggling learner is a student who has attracted the attention of teacher(s) for an extended period of time, approximately six weeks to a few months, depending on the grade level. This student struggles relative to the average performance of classroom peers, and the struggles may involve academic, linguistic, social-emotional, and/or behavioral issues. The primary emphasis within the arena of exceptionalities has been on those individuals who experience challenges with language and learning.”
(Fortune, T. & Menke, M., 2010)
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Literacy• Screeners• Targeted interventions
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Sample Screener
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Sample Screener
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Literacy: Screeners• Fall 2015• 9 classes screened • (grade levels K, 1, 3)
• Winter/Spring 2015/2016: • 14 classes screened • (grade levels K, 1, 2, 3, 4)
• Fall 2016: • 14 classes screened (1-4)
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Assessments• German Screeners• reading of high frequency words• decoding and blending (syllables/words)• reading of passages (words per minute)• comprehension
• FastBridgeLearning Screeners
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Inte
rven
tion
Exam
ple
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Inte
rven
tion
Exam
ple
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Inte
rven
tion
Exam
ple
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Date Language Task Percent Correct
10/20 German Letter recognition 100%
Syllable reading 50%
Combination letters 50%
10/23 English (FAST) Concepts of print 100%
Onset sounds 98%
Letter names 98%
Letter sounds 63%
11/2 German Onset sounds 50%
Syllable reading 50%
Sight words 25%
1/6 German Au sounds 90%
Ei sounds 90%
U sounds 100%
1/13 German Letter sounds All correct but q, v, w
Inte
rven
tion
Exam
ple
40
Inte
rven
tion
Exam
ple
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Data-based decision makingData management
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Data Management
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Relationship between German and English Screeners
German Screener Fall English Screener Composite Winter English Screener Composite
Fall Letter Sounds .39 .3
Fall Syllables* .39 .33
Winter Letter Sounds .52 .46
Winter Syllables .57 .59
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Decision Making – who received support?• Students referred by concerned teachers• Students who performed poorly on screeners• Never just a single data point as a decider
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Number of Students Served
Reading Math Behavior0
5
10
15
20
25
30
35
40
45
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Student Progress
Reading Math Behavior0
2
4
6
8
10
12
14
16
18
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Number of Students at Each Progress Level
Sig. Decline Some Decline Same Some Improvement Sig. Improvement
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Stakeholder Surveys - Satisfaction
Staff Parents Students0
5
10
15
20
25
30
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High Medium Low
Developing Local Norms• Norms are based on peer comparison, so definition of the peer group
is key• Include special education students, gifted students, the whole distribution
• Common errors• Garbage in-garbage out, poor administration and inaccurate scoring• Improper norm sample• Data management issues, including not accessible, violations of privacy• Data admired and not used
Christ & Silberglitt, 2007Stewart & Silberglitt, 2008
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Next steps• Reading
• Expand screening and progress monitoring to more grades• Develop local norms• Develop data collection assessment teams OR embedding?
• Math• Expand beyond teacher nomination• Systematic math intervention aligned with curriculum• Assessments and norms under development
• Behavior• Systematic behavior interventions under PBIS system
• Including data collection tools• Teacher nomination and rating scales
• Continue horizontal and vertical articulation work• Finding adequate collaboration time!!