Classwide Interventions: How 10 Days Can Significantly Reduce the Number of Students in Tier 2

2015 International Literacy Association ConferenceSt. Louis, Missouri

Lori Helman, PRESS DirectorKathy Patton, PRESS Literacy Coordinator

What’s wrong with this picture?

A Classwide Story

Beginning of the School Year in a First Grade Classroom

Screening Details:Assessment: Nonsense Word Fluency

Target Score: 32Students Above Target: 12Students Below Target: 16

Implemented a Classwide Decoding Intervention for 10 Days

Post Data:Assessment: NWF Target Score: 32

Students Above Target: 22

Students Below Target: 7

to support school professionals in their efforts to have theirstudents meet reading proficiency standards.

PRESS is a comprehensive system of tiered supports and data driven decision making

driven by research-based approaches to literacy. It includes ongoing embedded professional development

The beginnings of PRESS . . .

Conceived and developed in a

partnership with a non-profit

organization, public and charter

schools.

Currently . . .

Housed at the

Funded by

Implemented and refined

by faculty and staff at the

Providing professional development

and consulting in school districts

across a number of states

Provide intervention and

assessment resources

Classwide Interventions

Burns, M. K., Karich, A. C., Maki, K. E., Anderson, A., Pulles, S. M., Ittner, A., McComas, J. J., & Helman, L. (2015). Identifying classwide problems in reading with screening data. Journal of Evidence Based Practices for Schools, 14, 186-204.

Learning Goals:

• Become familiar with research confirming the effects of classwide interventions.

• Learn the process for successful implementation of classwide interventions.

• Explore resources and intervention possibilities.

A few handouts

Access the presentation at the Minnesota Center for Reading Research website

cehd.umn.edu/Reading Follow us on Twitter throughout the session

@PathtoRead

Resources

Evidence Base

Problem analysis is central to the RTI

process and should occur at all three

tiers (Christ, Burns, & Ysseldyke, 2005).

Tier III

Tier II

Tier I

RTI Multi Tiered Systems of Support - MTSS

The systematic use of assessment data to most efficiently allocate resources in order

to teach all students.

Burns & VanDerHeyden, 2006

Minnesota Center for Reading Researchwww.cehd.umn.edu/reading/PRESS

➢Begin with:

Tier I – Is it a classwide problem?

Tier II – What is the category of the problem for individual students?

Tier III – What is the causal variable for an individual student?

Minnesota Center for Reading Researchwww.cehd.umn.edu/reading/PRESS

Our Problem Solving ProcessTier III

Tier II

Tier I

Begin with Tier 1Is it a classwide

problem?

Tier

III

Tier II

Tier I

Identifying classwide problems could help evaluate the instructional environment (Tier 1), which is the first step in

any assessment to intervention model (Burns & Gibbons, 2012; Shapiro, 2010).

Classwide Intervention Implementation Steps

Handout

Classwide Intervention Implementation StepsSTEP 1

How do we begin problem solving?

We need

DATA!

Minnesota Center for Reading Researchwww.cehd.umn.edu/reading/PRESS

Image retrieved from connectedprincipals.com

With screening data, schools can answer questions such as:

• Is instruction working for most students in the school?

• Are particular groups of students at-risk, relative to their classmates? – If so,do the groups share common features?

Burns, M. K., Riley-Tillman, T. C., & VanDerHeyden, A. M. (2012). RTI applications: Academic and behavioral interventions (Vol. 1). Guilford Press.

Target Score

Thank you to Stephanie Snidarich for her work on this slide

Using data to identify students

Conducted within existing data support structure

Classwide Intervention Implementation StepsSTEP 2

A group culture that compares data to focused expectations (standards) for teaching and learning

Materials• Screening data

Agenda

• Analyze data

• Determine appropriate interventions

Participants

• Grade level teams

• Coaches

• Additional personnelas needed

Hand

out

Systematic process to analyze data and

make instructional decisions

How do we determine if we are on track with Tier 1?

Find the class median

≥ Target Score <

Compare Median to Target

Spring Benchmark 65

Student GradeORF

WRC Errors

F 2 18 2

E 2 21 1

B 2 22 5

K 2 26 4

Q 2 32 6

R 2 35 2

N 2 46 8

S 2 51 1

M 2 54 0

G 2 60 0

A 2 64 5

D 2 68 4

H 2 70 2

O 2 70 3

T 2 71 1

P 2 75 0

C 2 77 0

J 2 77 0

I 2 84 0

L 2 89 1

Class Median

65May Ms. D ORF 62

Determining a Classwide

Need

Practice using data to determine if a

classwide intervention is needed

Handout

Ms. M’s Class Winter Benchmark 65

Student GradeORF

WRC Errors Accuracy

F 2 14 2 88%

E 2 20 1 95%

B 2 22 5 81%

K 2 26 4 87%

Q 2 32 6 84%

R 2 35 2 95%

N 2 46 8 85%

S 2 51 1 98%

M 2 54 0 100%

G 2 61 0 100%

A 2 63 5 91%

D 2 64 4 94%

H 2 65 2 97%

O 2 68 3 96%

T 2 69 1 99%

P 2 74 0 100%

C 2 78 0 100%

J 2 78 0 100%

I 2 80 0 100%

L 2 84 1 99%

U 2 90 0 100%

Class Median

65

Jan Ms. M ORF 63

What did you

determine?

Classwide Intervention Implementation StepsSTEP 3

Getting Started

Align intervention with need

Work within the parameters of an intervention that can be easily implemented in a short amount of time.

Select 10 days for implementation

Classwide Interventions Often Used at Various Grade Levels

PHONEMIC AWARENESS

PHONICS

FLUENCY

VOCABULARY

COMPREHENSION

REA

DIN

G

Handout

Handout

For example nonsense word or decodable word reading

Letter Sound Classwide Interventions

o PRESS Phonics 1o Kindergarten PALS

http://kc.vanderbilt.edu/palso Others

ALL students

ENGAGED

Choral Response

Think Pair Share

Engagement: Classwide Interventions

Decoding Classwide Interventions

o PRESS Phonics 3

o First Grade PALShttp://kc.vanderbilt.edu/pals

o Others

Classwide Fluency Interventions

o PRESS Partner Reading with Paragraph Shrinkingo Six-Minute Solutionso Peer Assisted Learning Strategies (PALS)

http://kc.vanderbilt.edu/palso Others

Partner Reading

Partnerships

Partner Reading with Paragraph Shrinking

Partner Reading

10 minutes

First Reader models

Second Reader repeats

Paragraph Shrinking

10 minutes

First Reader summarizes after each paragraph

Second Reader follows and

summarizes after each paragraph

What we found: 3rd grade Partner Reading data

Students Below Benchmark at

Screening

Students Below Benchmark after

classwide intervention

Third Grade Class 1 (20 students) 10 5

Third Grade Class 2 (23 students) 13 5

Classwide Intervention Implementation StepsSTEP 4

Reassess

Quick 1 minute assessment with each studentfor example, assess NWF with new probe to compare NWF benchmark score

Post Classwide Intervention Data

A classwide intervention impacts all students

ORF increase from 92 to 135

ORF

91

92

Tier II – What is the category of the problemfor individual students?

Questions to Consider: What type of screening data do you collect?

What percentage of proficiency do

you typically see?

What interventions do you have at your school that could be

modified as a classwide option?

❖You cannot “intervene” your way out of inadequate achievement with students.

❖The quality of core instruction is critical for students’ success.

Leading experts agree…

Using PRESS for Support

I’m much more aware of individual student

reading needs and targeting those areas

to help them feel confident and

successful…I moved half my class not

reading at the required rate to over half of

them being successful. Fifth Grade Teacher

Staff now have a common language

and understanding of the

components of reading development

and instruction. This has enhanced

our collaborative process.

School Psychologist

We can find the exact

place to start working

with students. We

know the skills that

our students are

missing. Interventionist

The beginning of moving all students towards proficiency!

More Information

For more information:

z.umn.edu/PathToReading

Follow us on Twitter: @PathtoReadEmail: path2read@umn.edu