Student Achievement Model

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Student Achievement Model
Elkton-Pigeon-Bay Port
Huron County Rural Schools
Port Hope
North Huron
Owendale-Gagetown
Harbor Beach
Bad Axe
Caseville
Ubly
MiBLSi State Conference April 23, 2008 Janet
Richards, Director of Special Services, Huron
ISD Peggy Randall, Director of General Education,
Huron ISD
Reese
Cass City
Marlette
Akron-Fairgrove
Unionville-Sebewaing Area
Brown City
Kingston
Millington
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Our History
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Processan Evolution

• RAISE (Realigning Assessment and Instruction to
  Support Education)using evidence-based
  assessment to inform effective instruction
• MiBLSireading and behavior
• Student Achievement ModelK-12 (reading,
  behavior, math, writing)

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Student Achievement Model

• Purpose
• Improve student achievement
• Method
• Build capacity in local districts by
• maximizing leadership potential of
• Teacher Leaders

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Models Foundational Premises

• Use research/evidence-based strategies
• Engage in practice of collecting data about
  student performance and use data to inform future
  instruction
• Provide interventions for struggling students

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Organizing Principles at HISD

• Earlier rather than later
• Sustained use of research-based practices
• Data-based decision making
• Team-based problem solving and decision making
• Active administrator involvement and leadership
• Instructional design analysis
• A continuum of instructional support

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Timeline of Student Achievement Model

• 2005-2006 2006 2007
  2007-2008 2008-2009 2009-2010
  2010-2011

Math
Math
Writing
Writing
Science
Science
Social Studies
Social Studies
Other
Year 2
Year 1
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Action PlanYear 1 Training

• Develop Teacher Leaders (one at each elementary,
  middle, and high school level from each district)
• Develop skills for effective Teacher Leader role
  in LEAs
• Study proven best practices related to effective
  instruction in content area
• Identify quality resources (lessons/materials/unit
  s to address Grade-Level Content Expectations
  (GLCE)/Michigan Curriculum Framework
  (MCF)standards-based curriculum)
• Recommend assessment options for big-idea
  concepts
• Produce Guiding Document specific to content area
• Design Pacing Guides sequencing timeline for
  instruction
• Involve Principals in process

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Teacher Leader Training Syllabus

• Content
• GLCEs/HSEs
• Delineation of Building Blocks/Power Skills
• K-12 alignment
• Core programs (Tier 1) and interventions (Tiers 2
  and 3)
• Instructional Best Practice
• Effective classroom management
• Classroom Instruction That Works
• Instructional strategies specific to content area
• Individualized student-learning strategies
• Assessment
• Universal screening
• Progress monitoring
• Classroom assessments (rubrics, questioning,
  etc.)
• Leadership
• Role of Teacher Leaders
• Implementation of 3-Tier Model

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Classroom Instruction that Works

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

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Student Achievement Model Principals
Training Tuscola Intermediate School District
February 27, 2007 9 to 11 a.m.

• Welcome, Goals, and Agenda
• SAM Teacher Leader Update
• Supporting Teacher Leaders and Starting SAM
  in Your Building
• Monthly meetings (lunch) with Teacher Leaders,
  principals, and superintendents
• Mini modules on effective practices
• Additional/follow-up activities to support
  implementation of effective practices
• SAM update as continuous agenda item at staff
  meetings
• Building/K-12 Teams
• Organization
• Determining membership
• Finding time to meet
• How frequently to meet
• Prioritizing Syllabus Topics
• Next Meeting Date

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Action PlanYear 2 Implementation

• LEA Teacher Leaders provide training/support for
  colleagues related to prioritized content
  expectations, Guiding Document, Pacing Guides
• Team of HISD consultants (general and special
  education) and LEA Teacher Leaders provide
  on-site support to classroom teachers to
  implement 3-Tier Model in content area for all
  students 
• Classroom teachers regularly assess student
  progress (universal screening, progress
  monitoring)

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Responsibilities and Commitment

• Teacher Leaders
• District Administrators
• Superintendents
• Principals
• Huron/Tuscola ISDs
• Administrators
• Consultants/Itinerants

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Teacher Leaders

• Participate in all training sessions
• Maintain close communication with building
  principal (informal monthly meetings for
  updating)
• Complete professional reading related to training
  components
• Lead Grade-Level/Department Meetings
• Collaborate with external support staff to
  implement Student Achievement Model
• Live the belief they have potential to impact
  change in classrooms other than their own

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District Administrators

• Superintendent
• Participate in training
• Selected participation on Steering Committee
• Host monthly informal updates with Teacher
  Leaders and Principals
• Provide financial support
• Principal
• Participate in training
• Provide leadership support
• Allocate time for Teacher Leader to work with
  staff
• Lead Building Team

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Huron ISD

• Administrators
• Lead and coordinate project
• Assist in designing and delivering training
• Facilitate Steering Committee
• Report progress to superintendents
• Consultants
• Assist in designing and delivering training
• Provide on-site implementation support

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SAM/3-Tier Resources

• www.hisd.k12.mi.us
• www.cenmi.org/miblsi
• Oregon Reading First
• http//oregonreadingfirst.uoregon.edu/curriculum_
  review.php
• Florida Center for Reading
• www.fcrr.org/FCRRReports/index.aspx
• www.pbis.org
• www.swis.org
• www.pbssurveys.org
• Classroom Instruction That Works, Marzano
• Results NOW!, Schmoker
• Implementation Research A Synthesis of the
  Literature (National Implementation Research
  Network)
• School Leadership That Works, Marzano

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SAM Math Focus Questions

• What does good mathematics curriculum,
  instruction, and assessment look like?
• What does an effective Teacher Leader do?
• How does what we are doing here apply to
  mathematics?

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Teaching Mathematics Implementing a Three-Tier
System
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The Final Report of the National Mathematics
Advisory Panel March 13, 2008www.ed.gov/mathpan
el

• Findings
• Streamline curriculum to emphasize critical
  topics
• Give children a strong start
• Teach for conceptual understanding, procedural
  fluency, and automatic recall of facts together
• Attract, evaluate, and retain effective teachers

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More Findings

• Use high-quality research to inform instructional
  practice
• Instruction should not be entirely
  student-centered nor teacher-directed
• NAEP and state assessments should be improved in
  quality
• The nation must continue to build capacity for
  more rigorous research in education

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Conceptual understanding, basic fact recall,
and procedural fluency are mutually supportive

• Few U.S. curricula provide sufficient practice
  with basic fact combinations and standard
  algorithms
• Understanding of core concepts is necessary to
  transfer skills
• Poor knowledge of core arithmetic concepts
  impedes learning of algebra

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National Math Panel Explicit Instruction

• The Task Group on Instructional Practices
  concluded that
• students with learning disabilities and other
  students with learning problems should receive
  some time on a regular basis with some explicit
  systematic instruction.

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Characteristics of Explicit Strategic Instruction

• Clear, consistent modeling of step-by-step
  strategies
• Careful control of task difficulty
• Purposeful sequencing of teaching and practice
  examples
• Specified procedures for providing corrective
  feedback

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Explicit Instruction Resources

• Designing Effective Mathematics Instruction A
  Direct Instruction Approach by Marcy Stein, Diane
  Kinder, Jerry Silbert, and Douglas W. Carnine
• The Missouri Mathematics Program is an
  instructional practice with strong evidence of
  effectiveness from the Best Evidence
  Encyclopedia http//www.bestevidence.org/
• The study is described in the book Active
  Mathematics Teaching by Thomas L. Good, Douglas
  A. Grouws, and Howard Ebmeier, published in 1983
  by Longman, Inc.

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A Need for Coherence

• A focused, coherent progression of mathematics
  learning, with an emphasis on proficiency with
  key topics, should become the norm in elementary
  and middle school mathematics curricula.
• Any approach that continually revisits topics
  year after year without closure is to be avoided.
• National Math Panel Report, P. 20-23

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Research on Core Programs

• What Works Clearinghouse
• US Department of Education
• http//ies.ed.gov/ncee/wwc/
• Best Evidence Encyclopedia
• Johns Hopkins University
• http//www.bestevidence.org/

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Selecting a Math Text

• Look for
• Meaningful explanations
• Worked-out examples
• Relevant illustrations
• Multiple representations (verbal, symbolic,
  non-linguistic)
• Clear structure and organization
• More time devoted to in-depth study of important
  topics

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Instructional Practices

• TIMSS Study
• Not just fewer topics in more depth, but also
  fewer problems in more depth
• Classroom Instruction that Works
• Powerful Practices in Mathematics and Science
  (modeling, generalizing, justifying)
• Thinking Mathematically
• Good Questions for Math Teaching (cues,
  questions, and advance organizers)
• PALS Math

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Schoolwide MATH Support Examples of
Prevention/Intervention
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Assessing Student Learning

• Benchmark screening
• Progress monitoring
• Balanced Assessment
• Classroom Assessment for Student Learning
  Doing It Right Using It Well by Rick Stiggins,
  Judith Arter, Jan Chappuis, and Steve Chappuis.
  Published 2007 by Pearson Education, Inc.

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Progress Monitoring What We Did

• We chose AIMSweb for K-8
• Mixed computation and single skill progress
  monitoring probes for Grades 1-8.
• Early Numeracy skill probes for Grades K-1.
• Project AAIMS from Iowa State University has
  Algebra 1 probes. We will pilot this spring
• Grades 6 through Algebra 1
• We are also piloting DIBELS math for Grades K-5.

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Example of a single skill division probe from
AIMSweb Multiplication/Division mixed probes
could also be selected
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Steps to Implement Progress Monitoring

• Identify students who are strategic or Tier 2
  (from the 10th to 25th percentile nationally on
  AIMSweb)
• and
• intensive or Tier 3 (below the 10th percentile
  nationally on AIMSweb measures).

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Web-Based Applications in Math

• AIMSweb (http//www.edformation.com) K-8
  measures, but they can be used to manipulate data
  for any grade level
• Dynamic Indicators of Basic Early Literacy
  Skills- Math (DIBELS-Math) Pre-K thru 5th
  (ahommel_at_dibels.org)
• Edcheckup (http//www.edcheckup.com) K-8
• Yearly Progress Pro Grades 1-6
  (http//www.ctb.com/mktg/ypp/ypp_index.jsp)
• Project AAIMS Algebra Assessment and
  Instruction Meeting Standards at Iowa State
  University
• (http//www.ci.hs.iastate.edu/aaims/homepage.html
  ) Probes for Algebra 1, also useful for Grades 7-8

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Next Steps for Our Work in Math

• Screening/Progress Monitoring
• Power Standards
• Interventions and Core Programs
• Support for Teacher Leaders/Administrators
• Formative Assessment

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Math Resources

• Carpenter, T.P. and Romberg, T.A. (2004) Powerful
  Practices in Mathematics and Science. Madison,
  WI University of Wisconsin-Madison, National
  Center for Improving Student Learning and
  Achievement in Mathematics and Science.
• Carpenter, Thomas P. Franke, Megan Loef Levi,
  Linda. (2003) Thinking Mathematically
  Integrating Arithmetic and Algebra in Elementary
  School. Portsmouth, NH Heinemann.
• Kilpatrick, J. and Swafford, J. (2002) Helping
  Children Learn Mathematics. Washington, DC
  National Academy Press.
• Marzano, R.J., Pickering, D.J., and Pollack, J.E.
  (2001). Classroom Instruction that Works
  Research-Based Strategies for Increasing Student
  Achievement. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Schuster, Lainie and Anderson, Nancy Canavan.
  (2005) Good Questions for Math Teaching . . .
  Grades 5-8. Sausalito, CA Math Solutions
  Publications.

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Math Resources

• Stiggins, Rick Arter, Judith Chappuis, Jan
  Chappuis, Steve. (2007) Classroom Assessment
  for Student Learning Doing It Right Using It
  Well. Pearson Education, Inc.
• Sullivan, Peter and Lilburn, Pat. (2002) Good
  Questions for Math Teaching . . . K-6.
  Sausalito, CA Math Solutions Publications
• U.S. Department of Education Office of
  Educational Research and Improvement. (1997)
  Attaining Excellence TIMMS as a Starting Point
  to Examine Teaching. Eighth-Grade Mathematics
  Lessons.

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Focus on Writing

• NAEP scores indicate we need improvement
• CT and MA (41-49 met or exceeded the target)
• MI (20 met or exceeded the target)
• 1/3 of High School students do not meet readiness
  benchmarks for college-level English composition
  courses
• Statewide on MME, 40 met or exceeded standards
• Writing across content areas
• Needed for civic life and in the global economy

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Writing Next

• Effective Elements to Improve Writing Achievement
  for Grades 4 - 12 (Graham and Perin)
• Strategies
• Summarization
• Collaborative Writing
• Specific Product Goals
• Word Processing
• Sentence Combining
• Prewriting
• Inquiry Activities
• Process Writing Approach
• Study of Models
• Writing for Content Learning
• Need for DIRECT INSTRUCTION (modeling pacing
  increased engagement scope and sequence
  systematic review of skills routines for
  responding and asking questions providing
  specific and consistent feedback)

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90-90-90 Schools

• Focus on academic achievement
• Clear curriculum choices
• Frequent assessment of student progress
• Multiple opportunities for improvement
• Emphasis on NON-FICTION writing
• Collaborative scoring of student work
• Value of feedback
• Impact of time
• Action, research, and mid-course correction
• Align teacher assignments with teacher
  preparation
• Constructive data analysis
• Value every adult in the system
• Cross-disciplinary integration

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Curriculum

• Comparison to MA and CT (top NAEP performers)
• Michigan GLCEs are too broad
• Necessary Focus to teach a narrow scope of
  skills to mastery, making more time for practice

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Curriculum

• Comparison to MA and CT (top NAEP performers)
• Michigan GLCEs are too broad and too much
  emphasis on narrative too little on expository
  writing
• Necessary Focus to teach a narrow scope of
  skills to mastery, making more time for practice
• Know the What before teaching the How
• Show models of student writing
• Show rubrics before and throughout instruction
• Use evidence-based programs and materials
• Use Step Up to Writing strategies
• Align to achieve school-wide continuity

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Instructional Strategies

• Use of organizers
• Recognition
• Motivation
• Teaming students
• Common language across classrooms
• Awareness of expectations (rubrics)
• Use of models (examples and non-examples)
• Specific strategies for specific genre
• Use of self-monitoring or self-talk
• Direct instruction
• Practice, practice, practice (students must
  write)
• Use of writing to improve comprehension
• SRSD
• Copy, cover, compare

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Assessment

• AIMSweb CBM Writing K-12
• Developed Probes
• Developed Administration and Scoring Guide
• Benchmark Testing
• Progress Monitoring
• Rubrics

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Interventions

• Step Up to Writing
• REWARDS Writing
• The Write Tools
• High Performance Writing
• Strong Rhythms and Rhymes
• SRA Specific Skills Series for Language Arts
• Morningside Sentence Combining Fluency
• Expressive Writing 1
• Expressive Writing 2
• Thinking and Learning Through Grammar
• Language!

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Next Steps for Our Work in Writing

• Power Skills (Prioritized Curricular
  Expectations)
• Guiding Document
• Pacing Guides
• Collecting Student Models to Use in Instruction
• Interventions
• Progress Monitoring
• Grade and Department Meetings
• Continual Review of Current Research

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Writing Resources

• Marzano
• Writing Next
• 90-90-90
• Reeves Rubrics
• Anita Archer materials
• Schmoker
• The Basic Spelling Vocabulary List (Graham,
  Harris, and Loynachan)
• www.hisd.k12.mi.us

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HISD History with PBS

• SWs trained in PBS by state
• 2003 2004 school year HISD PBS committee
  started
• Brought in Mike Nolan to train interested local
  school building teams to implement PBS
• HISD partnered with local school buildings
  through MiBLSi
• 2006-2007 our HISD PBS Planning Committee
  reorganized and merged into SAM
• 2007-2008 HISD PBS Planning Committee
  strengthened by establishing goals, tentative
  evaluation plan, and conducting trainings

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1. Define School-wide Expectations for Social
Behavior

• Identify 3-5 expectations
• Short statements
• Positive statements (what to do, not what to
  avoid doing)
• Memorable
• Posted in all school locations
• Utilize technology (website, videos, etc.)

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2. Teach Behavior

• If a child doesnt know how to read, we teach.
• If a child doesnt know how to swim, we teach.
• If a child doesnt know how multiply, we teach.
• If a child doesnt know how to drive, we teach.
• If a child doesnt know how to behave, we
  ..teach?......punish?
• Why cant we finish the last sentence as
  automatically as we do the others?
• Tom Herner (NASE President) Counterpoint 1998,
  p. 2

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Teaching Specific Behaviors

• Transform broad school-wide expectations to
  specific, observable behaviors
• Teach in all settings using role plays,
  discussions, videos, practice opportunities,
  etcTeach behavior expectations just like an
  academic objective!

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3. Monitor expected behavior with active
supervision 4. Acknowledge/encourage expected
behavior verbal and written methods
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Use Data

• Web-based information system designed to help
  school personnel to use office referral data to
  design school-wide and individual student
  interventions
• Provides school personnel with accurate, timely
  and practical information for making decisions
  about discipline systems

www.swis.org
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HISD has 3 SWIS facilitators to support schools
with developing compatible office referral form,
data entry, and data analysis
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Other Data Tools

• Universal Level of Support
• PBS Team Checklist (team, quarterly)
• EBS Self-Assessment (all staff, annual)
• Benchmark of Quality Indicators (coach, annual)
• School-wide Evaluator Tool (external evaluator,
  annual)
• Strategic and Intensive Levels of Support (coming
  soon)
• CISS
• ISSET

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Progress Monitor Universal PBS with School-Wide
ODRs
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Progress Monitor Non-Classroom Supports (CHAMPs
and Supervision on the Playground)Classroom
referrals reduced from 140 to about 50!
Playground from 100 to 20!
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Progress Monitor School-Wide Social Skills
InstructionCompared to 2 years ago,
Aggression/Fighting reduced from about 120
referrals to 37!
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Progress Monitor Strategic (CHIEF) and Intensive
Supports (BIPs)
Big reduction in the number of Intensive and
Strategic Students (17 to 5) and In-School
Suspensions (20 to 3)

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An Example of School-wide Behavior Support
Prevention/Intervention at North Huron (not all
programs listed are research-based)
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HISD PBS Planning Committee

• Members
• All school social workers
• Local school representatives
• Administrator representatives
• HLC/Tech Center representatives
• School Psychologist representative
• Functions and Goal
• Meet once per month
• LONG TERM GOALS
• Goal 1 Fold PBS into all SAM K-12 districts
• Goal 2 Sustain Universal PBS level of support
• Goal 3 Expand (strategic and intensive levels)
  PBS model to have a sustainable 3-Tier (RtI)
  Behavior model in all SAM K-12 districts
• Subcommittees
• Guiding Document
• Final version to be done by June 2008
• Goals and Assessment
• See evaluation plan and Trying Assessments Spring
  2008 (SET, BoQ, Team Checklist, EBS self
  assessment, SWIS)
• Website
• Will be available in June 2008, under SAM

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School PBS Involvement

• HISD support system
• Each local has HISD external coach(es) .social
  worker and school psychologist
• Roles
• Future goal Also have an internal coach at
  every local building
• Roles

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Assessment Plan to Evaluate Goals
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Data Analysis

• Sample items to Consider
• Percent of schools meeting team checklist, EBS,
  BoQ, and SET
• Percent of schools meeting team checklist versus
  EBS, BoQ, and/or SET
• Rates of ODRs, ISS, and OSS versus performance on
  SET
• Look for validation, discrepancies, trends, etc.
  among tools assessing Universal Level of Support
  in PBS model
• Use information for SUSTAINABILITY
• Plan for trainings
• Determine needed information or trainings to
  attend
• Level of support needed (continuous role
  clarification based on need and goals)
• Support local school teams improvement

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Next Steps for Our Work in PBS

• Finish painting our big picture
• Have all schools utilize PBS as their primary
  discipline prevention model
• Use our committee to evaluate county-wide data to
  make decisions about effective support plans and
  training needs
• Work with Tuscola and Sanilac representatives as
  well as SAM Leadership Team to blend PBS into SAM

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PBS Resources

• MiBLSi, www.cenmi.org/miblsi
• Positive Behavioral Interventions and Supports,
  www.pbis.org
• School-Wide Information System, www.swis.org
• Positive Behavior Supports Surveys,
  www.pbssurveys.org

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A Sampling of Our Work
Following are assorted documents that reflect our
work in continuous improvement
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Early Elementary Guiding Document Reading
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Early Elementary Pacing Guides Reading
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Classroom Instruction That Works Research-Based
Strategies for Increasing Student Achievement

• Robert J. Marzano, Debra J. Pickering, Jane E.
  Pollock
• Published 2001

Chapter 5 Homework and Practice
Research shows that homework has a greater effect
size on student achievement as they progress.
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DIBELS and MEAP How accurately does DIBELS
performance predict MEAP success?

• Huron ISD and Central Michigan University
• 2005-2006
• Grades 3-6
• 1500 students

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Development of Local Norms

• To assist with the identification of students
  eligible for special education as having a
  learning disability, we developed local (ISD)
  K-12 norms for the following areas
• Initial Sound Fluency
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Letter Naming Fluency
• Oral Reading Fluency
• Math Calculation Fluency
• Written Expression Fluency
• Reading Comprehension Fluency (Mazes)

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Monitoring Special Education Student Progress

• Local Norms are used annually for comparison of
  student performance on the PLAAFP- Present Level
  of Academic Achievement and Functional Performance

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Annual Progress Compared to Grade Level
Successful Special Education Student

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Annual Progress Relative to Instructional Level
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Huron County Grade-Level Reading

• RE Norms
• Linear 01-02 SE Norms
• Linear 03-04 SE Norms (w/RN)
• Linear 04-05 SE Norms (wRNRWDS)

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An Example of a Schoolwide Reading Support
Prevention/Intervention at North Huron
(K-6).(not all programs listed are
research-based)
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Lessons Learned

• Slow downmove to 3-year cycle (versus 2-year)
• Year 1 studying, planning, and product
  development
• Year 2 Teacher Leader training
• Year 3 implementation
• Provide appropriate time and support for Huron
  ISD SAM Leadership Team
• Frontload more in-depth training for Principals
  and Superintendents
• Carefully select Teacher Leaders
• Recognize that implementation across ISD borders
  is difficult, especially when ISD
  service-delivery models differ
• Process of redefining roles is important (ISD and
  LEA)
• Remember that change takes time moving in the
  direction is our motto

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Future Work

• Determine Power Skills (prioritized content
  expectations) for math and writing
• Develop Pacing Guides for math and writing
• Finalize Guiding Documents for math and writing
• Facilitate K-12 alignment in math and writing
  with LEA teams
• Develop and use SAM evaluation instruments
• Support implementation of SAM district, building,
  and grade-level/department teams
• Provide continuous training on SAM components and
  areas of need indicated by data
• Begin adolescent reading research and training
• Prepare for SAM in areas of science and social
  studies
• Actively pursue continuous influence with the
  Michigan Department of Education

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We remind each other

• If a magic wand existed,
• we would already have it
• Change is difficult and
  slow
• Persistence matters
• Everyone pulling in the same direction mighty
  force

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External Behavior and Academic Coaches
ISD Support Families
Success Needs Everyones Active Involvement

Teacher Leaders
Internal Coaches
Students of ALL ages School
Boards/Administrators All Teachers/Staff

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CELEBRATE OFTEN!!....No Progress is Too Small for
Acknowledgement

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Contacts 989/269-6406

• Huron Intermediate School District
• hisd.k12.mi.us
• Janet Richards janet_at_hisd.k12.mi.us
• Peggy Randall pegann_at_hisd.k12.mi.us