Contributions to Learning Hattie 2009

Transcription

1 Grade Level Teams and Multi-Tiered Systems of Support: Driving the Bus to Proficiency Matthew Burns, Ph.D. University of Minnesota Contributions to Learning Hattie 2009 The student d =.40 The school d =.23 The teacher d =.49 The curriculum d =.45 1

2 Interventions for Children with LD Reading comprehension 1.13 Direct instruction.84 Psycholinguistic training.39 Modality instruction.15 Diet.12 Perceptual training.08 Kavale & Forness, 2000 Special Education Meta-Analysis d = -.12 What is special education??? 2

3 Individualized instruction, at no cost to the parents or guardians, to meet the unique needs of a child with a disability. Keys to Success St. Paul Pioneer Press June 4 th 2006 Reading Above All Else Emphasize reading and writing especially K-2 Beyond the Classroom After school programs and social services Continuous Assessment/Small-Group Instruction Formal and informal assessments to provide an appropriate level of challenge Effective Staff Strong leadership and cohesive staff with co-planning Structured, Disciplined Environment 3

4 RTI = MTSS The systematic use of assessment data to most efficiently allocate resources in order to enhance learning for all students. Burns & VanDerHeyden, 2006 MTSS and Problem-Solving TIER III TIER I I TIER I 4

5 Problem Solving Tier I Identify discrepancy between expectation and performance for class or individual (Is it a classwide problem?) Tier II Identify discrepancy for individual. Identify category of problem. (What is the category of the problem?) Tier III Identify discrepancy for individual. Identify causal variable. (What is the causal variable?) Monitor Screening/ Monitor Progress Progress Benchmark Diagnostic Skill General Emergent Alphabetic Quick Weekly Every other week (Typically K-1) Principle (PA) Phonemic DIBELS PSF DIBELS PSF PA to decoding Awareness (Specific PA task (QPA) e.g., Rhyming Task, ) Beginning ORF QPA, NWF, & Weekly Every other week (Typically 1 st -2 nd ) WTW DIBELS NWF ORF Decoding (Specific NWF - e.g., long vowel sounds) 5

6 Monitor Screening/ Monitor Progress Progress Benchmark Diagnostic Skill General Transitional ORF & MAP MAP, ORF, & Weekly Every other (Typically 2 nd 3 rd ) Word Their DIBELS NWF or week Decoding to Fluency Way (WTW) DIBELS ORF Instructional-level ORF Intermediate ORF & MAP MAP, ORF, & Weekly Every other (Typically 3 rd ) WTW DIBELS week Fluency to Comprehension Instructional-level ORF ORF PLC Meetings: Agenda PLC: 1 st weekly meeting of the month (Content Focus) PLC: 2 nd weekly meeting of the month RTI (Core Instruction Literacy Focus) PLC: 3 rd weekly meeting of the month (Content Focus) PLC: 4 th weekly meeting of the month RTI (Data Analysis) Grade level teams and coaches with additional personnel as appropriate School-site established PLC focus on various topics (e.g., math, STEM, behavior, environment, or other school topical initiatives) Grade level teams and coaches with additional personnel as appropriate Examine various formal and informal data to drive core instruction Agenda will include embedded professional development on topics that address opportunities and challenges for core instruction Grade level teams and coaches with additional personnel as appropriate School-site established PLC focus with schools studying varied topics Grade level teams and coaches with additional personnel as appropriate (data management team) Analyze screening/benchmark data Analyze progress monitoring data Discuss, monitor and adjust tiered interventions. 6

7 Grade Level Team Meeting Is there a classwide problem? Who needs Tier 2? Did we miss anyone? What should we do for Tier 2? Should we go to Tier 3? FIRST QUESTION CLASSWIDE OR INDIVIDUAL PROBLEM 7

8 Developmental Activities 1 st grade Phonemic awareness and phonics instruction 2 nd grade Explicit phonics instruction, writing, and fluency 3 rd grade Fluency and comprehension 4 th grade Read to learn Upper elementary & Middle School Vocabulary and comprehension High school Comprehension and application Screener MAP < 25 th %ile MAP > 25 th %ile Total Oral Reading Fluency (ORF) ORF < Benchmark Goal A B ORF > Benchmark Goal C D Total Informal Reading Inventory (RI) RI < Benchmark Goal A B RI > Benchmark Goal C D Total Sensitivity = a / (a + c) =.86 for ORF and.31 for F&P, Specificity = d / (b + d) =.78 for ORF and.66 for F&P, Overall Correct Classification = (a + d) / N =.80 for ORF and.54 for F&P 8

9 Assessment - Screening Measures of early numeracy Oral Counting Missing Number Number Identification Quantity Discrimination Monitoring Basic Skills Progress Math Computation Math Application Star Math Assessment Screener Multi-skill computation probe GOM 25 problems Skill by columns 4 minutes 9

10 Meta-Analysis: Curriculum Vocabulary Instruction d =.67 Phonics Instruction d =.60 Comprehension Instruction d =.58 Whole Language d =.06 Keys to Effective Reading Curriculum Explicit Phonics Decodable Text 10

11 Curriculum Non-decodable/ Non-instructed words Harcourt Brace 32% Houghton Mifflin 52% Macmillan/ McGraw-Hill 57% Open Court 02% Scholastic 56% Scott, Foresman 51% Silver Burdett Ginn 39% 11

12 Teacher Roles Activator Facilitator Feedback d =.72 Meta-cognition d =.67 Direct Instruction d =.59 Mastery Learning d =.57 Form Assess. d =.46 Simulation/game d =.32 Inquiry-based d =.31 Class size d =.21 Problem-based d =.15 Inductive teach d =.06 Total d =.60 Total d =.17 12

13 Classwide Need and Instructional PLC What do highly effective teachers do? What will we as a TEAM do? How will we know if it works? What data can we collect (outcome)? For what will we look (process)? How will coach provide feedback? What will we do next? What is the implementation plan (e.g., observe, first steps, etc.)? Coaches role (what will be modeled/shared)? Who else will help? What process and outcomes will be reported at the next meeting? National Reading Panel Google National, reading, panel, and teachers Tim Shanahan Get PLCs using this 13

14 Reading Instruction in Elementary School Two hours each day Explicit instruction Free-choice reading Word study Writing Classwide Intervention 14

15 WRC WRC after PALS Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Median

16 STEP 2 WHO NEEDS TIER II ALSO DID WE MISS ANYONE? No Classwide Problem Lowest 20%! Examine the margins Did we miss anyone?? 16

17 Step 3 What Should We Do? Assess 4 NRP Areas Phonemic Awareness Phoneme segmentation fluency Phonics Nonsense word fluency Fluency Oral reading fluency Vocabulary/Comprehension 17

18 Category of Problem MN HS 9-12 with approximately 1600 students 69.2% pass reading 9 th -10 th grade 28% low on MAP (~225) 45% Low on TOSCRF (~100) 64% low on phonics (~65) 36% acceptable phonics (~36) Targeted Interventions Control Waitlist Control Variable Mean SD Mean SD Mean SD Fluency Pretest na na Fluency Posttest na Na MAP Fall Map Winter ANCOVA for fluency F (1, 42) = 4.98, p <.05, d =.50 ANCOVA for MAP F (2, 74) = 5.84, p <.05, partial eta squared =

19 Grade Phonemic Awareness Phonics Fluency Vocabulary Comprehension Kindergarten EIR K EIR K NA Text Talk NA ` First Grade Road to the Code Road to the Code NA Text Talk NA Second Fast Forward Corrective Six Minute Building Vocabulary Comprehension Grade Language Reading Solution Skills Plus Third Grade Fast Forward Corrective Six Minute Building Vocabulary Comprehension Language Reading Solution Skills Plus Fourth NA REWARDS Six Minute Building Vocabulary Comprehension Grade Solution Skills Plus Fifth Grade NA REWARDS Six Minute Solution Building Vocabulary Skills Comprehension Plus Should we go to Tier 3? 19

20 Pre Intervention Measure k Correlation with Post Intervention Fluency r r 2 IQ a.21 Word Reading SS a *.28 Reading Comprehension SS Reading Fluency SS 14.70*.49 Word Attack SS CBM-ORF 97.60*.36 % of Comprehension 26.72*.52 Questions Answered Correctly Reading Accuracy 62.45*.20 * p <.003 Correlation with Reading Growth Pre Intervention Measure k r r 2 IQ a.01 Word Reading SS a.01 Reading Comprehension SS Reading Fluency SS Word Attack SS CBM-ORF <.01 % of Comprehension Questions Answered Correctly Reading Accuracy <.01 * p <

21 Meta-Analysis based on Feifer, 2008 Variable k Median Hedges s g 95% CI Use of Data Screening to.51 Designing Interventions to.89 Type of Assessment Cognitive Functioning to.68 Phonological/Phonemic Awareness to.64 Rapid Naming to.93 Verbal Memory 1.20 NA Reading Fluency to.57 Attention 1.13 NA Mixed to.53 21

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