It All Starts With Core:

Building a Continuum of Supports

North Carolina Department of Public Instruction Collaborative Conference for Student Achievement March 2014

Welcome!
Introductions Presenters and participants

Objectives
Know the critical components of Responsiveness to Instruction (RtI) as a school improvement model. Understand the importance of defining a continuum of supports, beginning with the Core Learn how two systems have developed a system to ensure materials and practices are evidence-based, aligned with behavioral & academic standards, and utilized/implemented with fidelity

State of RtI (MTSS)

in North Carolina

Multi-Tier System of Supports (MTSS)

NC DPI MTSS Leadership and Policy Team

Rebecca Garland, Chief Academic Officer Robin McCoy, Director, K-12 Curriculum and Instruction Bill Hussey, Director, Exceptional Children Sherry Thomas, Assistant Director, Exceptional Children John Pruette, Director, Office of Early Learning Donna Brown, Program Monitoring and Support Services Carolyn Guthrie, Director, K-3 Literacy Jo Anne Honeycutt, Director, Career and Technical Education Lynne Johnson, Educator Effectiveness Pat Ashley, Director, District and School Transformation Tammy Howard, Director, Accountability Services Amy Jablonski & Heather Reynolds, State Implementation Science Specialists

NC DPI Definition of RtI

NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problemsolving model based on data, to address student needs and maximize growth for all.

What is RtI?
Framework that focuses on:
Appropriate, targeted instruction Evidence-based teaching strategies Early intervention

Accurate assessment with valid, reliable data

Frequent progress monitoring

Informed instructional decisions

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Critical Components of RtI

1. Leadership and Shared Responsibility
2. Problem-Solving/Data Driven Decision Making

3. Assessment
4. Curriculum and Instruction

5. Sustainability and Integration

6. Family and Community Collaboration

Core: Tier 1
Who: All students are in Tier 1 (Core)
What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students

Effectiveness: If at least 80% of all students are meeting benchmarks in Core alone. What about subgroups?

Slide adapted from G. Batsche

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Supplemental Instruction: Tier II

Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students)
What: Evidence-based programs and practices demonstrated to improve performance in Core

Effectiveness: If at least 70-80% of students improve performance (toward Core standards)

Slide adapted from G. Batsche

Intensive Instruction: Tier III

Who: Students needing Intensive support in addition to Supplemental and Core instruction (approx. 5% of students) What: Evidence-based programs and practices demonstrated to improve performance Effectiveness: If there is progress toward performance in Core standards

Slide adapted from G. Batsche

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Layering of Support
Intensive Support

Supplemental Support

Differentiated Core

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Total School Improvement Model

Problem-solving for all students
Setting goals for groups of students and individual students Maximizing curriculum to meet needs of all students

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What Are Our Beliefs?

What are the characteristics/ qualities of a great school? For 2 minutes, work alone to write each characteristic or quality on its own sticky note.

Find an eyeball partner and share.

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Defining, Analyzing and Monitoring Tier I

Core: Tier 1
Who: All students are in Tier 1 (Core)
What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students

Effectiveness: If at least 80% of all students in all subgroups are meeting benchmarks in Core (with no additional support)

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Define Core
Strategies

Materials Standards

Assessment

Mapping

Core

Curricular Materials
Aligned with State Standards Aligned with Student Needs

Instructional Strategies
Aligned with State Standards Aligned with Student Needs

Evidenced-Based

Evidenced-Based

Aligned with School Resources

Aligned with School Resources

Curricular Materials
Aligned with State Standards Aligned with Student Needs

Instructional Strategies
Aligned with State Standards Aligned with Student Needs

Evidenced-Based

Evidenced-Based

Aligned with School Resources

Aligned with School Resources

Alignment (Students Needs)

What do the data tell you?
Culturally responsive Language acquisition Academic strengths & weaknesses

What about vertical alignment?

Curricular Materials
Aligned with State Standards Aligned with Student Needs

Instructional Strategies
Aligned with State Standards Aligned with Student Needs

Evidenced-Based

Evidenced-Based

Aligned with School Resources

Aligned with School Resources

Without good first teaching*, supplemental intervention doesnt have a chance. a special educator
* High quality core instruction

Curricular Materials
Aligned with State Standards Aligned with Student Needs

Instructional Strategies
Aligned with State Standards Aligned with Student Needs

Evidenced-Based

Evidenced-Based

Aligned with School Resources

Aligned with School Resources

Alignment with Available Resources

Student/Teacher Ratio? Cost? Time? Teacher skill set? Professional development?

Common Findings
Not all in agreement of common practices
Staff members missing training component(s)

Lack of fidelity with ensuring core is being addressed A lot of resources available, but not always connected/aligned

Framing Issues and Key Concepts

Academic Engaged Time (AET) is the best predictor of student achievement
330 minutes in a day, 1650 in a week and 56,700 in a year This is the currency of instruction/intervention Its what we have to spend on students

MOST students who are behind will respond positively to additional CORE instruction.
Schools have more staff qualified to deliver core instruction than specialized instruction.
Issue is how to schedule in such a way as to provide more exposure to core.

How we use it determines student outcomes.

Slide created by G. Batsche

Partner Talk
Discuss amount of time for core instruction for all students
Do students have enough time receiving core instruction? Do all students receive core instruction?

Analyzing and Monitoring Tier I

Identify Problems
Evaluate and Revise Plan
Develop Hypothesis

Develop and Implement Action Plan

Discuss and Select Solutions

Implementation Gap

RESEARCH

IMPLEMENTATION

PRACTICE

Students cannot benefit from intervention they do not experience

Bottom Line
The

only way the needle moves is through an integrated, schoolwide approach in which everyone owns part of the problem and believes big changes in
achievement can happen.
Don Deshler NC CLC Symposium February 2013

Defining A Continuum of Supports: Core

A Model of Two Systems

Asheville City Schools

Liz Massey Anne Hardy

Guilford County Schools

Dr. Whitney Oakley Susan Laney

Asheville City Schools

It All Starts With Core

Life Before The Change

Difficult to answer the question what tools and procedures do we use to teach children to read? Lack of guaranteed curriculum within and between schools and grade levels. Need for transparency with data, particularly regarding subgroups. Curriculum gaps, particularly related to Foundational Reading Skills.

Why Did We Change?

Building Shared Vision and Attitudes:

Analysis by P. Perrotta

System wide trend data provides evidence that the ACS CORE Literacy Model does not meet acceptable standard after the first 4 years (Kindergarten-3rd) We must be willing to measure the effectiveness of the ACS Core Literacy Model through the analysis of subgroup performance data. We must reject the notion that low performance of some student subgroups ( 2 or 3x below other subgroups) in reading is because of socio-economic status, or home environment. It is imperative that district level staff and funds support and emphasize changes to the Literacy Model that will get different results than those over the past 5 years. The greatest area of need for students and teachers is in the area of Foundational Skills

Implementation Plan

Timeframes & Clarification: Provide a DEFINED ELA core curriculum vs. weekly timeframes Collaborative Process: involving all K-5 teachers, stipends for coach/teacher work days over the summer, and system wide plan for implementation for 2013-14 New ELA Coach Model: effective January 2014 Wilson Fundations added as new component to Core ELA at K-2 in all elementary schools (address Foundational Skills/Phonics in Core)

Use Data: mClass/MAP and other assessment data to guide instruction/improvement

Professional Development Alignment: Core Curriculum Training, Studio

Structures for Change

Establish a Coaching Model

o Clear definition of roles o Consistent coach job responsibilities o Coaching for all teachers

Define and Improve Core

o Guaranteed baseline of instruction for all students o Involve all stakeholders o Focused on teacher leadership

Implement Fidelity Measures

o o o o Establish and communicate clear and specific purpose Literacy coaches dip their toes in Opportunities for teachers to use Communicate implementation schedule

Establishing a Coaching Model

I. K-5 Organizational Structures

Theme: partnering and collaborating with elementary schools to build continuity and support teachers with best instructional practices to improve student outcomes (NEW, January 2014) Instructional Coach Model Handbook o Includes intentional partnering with Instructional Technology Facilitators and School Library Media Coordinators

(NEW, August 2013) ELA Coach Structure with School-based ELA Coaches partnering with district coach (NEW, August 2013) Math Teacher Leader Structure with 2 representatives from each elementary school partnering with district coach

Establishing the ACS Instructional Coach Model Objectives

to support the implementation of a defined local core curriculum to improve learning outcomes for students
to bring coherence to the roles and duties of staff to assist teachers by demonstration and modeling

to provide feedback through coaching

to assure ongoing and extensive professional development to develop a strong team and model between central services and elementary schools that embraces continuous improvement initiatives (i.e. Responsiveness to Instruction, Professional

Coaching Continuum

Sustainability with the Coaching Model

Based primarily on roles, not individuals

Renewable funding source

Evaluated regularly with an eye towards continuous improvement

http://www.fromthemixedupfiles.com/tag/book-clubs/

Define and Improve Core

Values & Action Steps

The effectiveness of our local K-5 ELA core curriculum will be measured by student data including subgroup data. Therefore, we have Defined a guaranteed core curriculum for all ACS elementary students. We will use Fidelity Measures - for each defined component of our core ELA curriculum to improve the delivery instruction not as a gotcha!

We want comfort and transparency with how we teach students to read (Core ELA) a good thing for all of us to share with our parents and community!

Define and Improve Core1st Grade Core English Language Arts

Planning for Sustainability Staff Development and Support

Applying Implementation Science to Curriculum Adoption

o Wilson Fundations

Studio Lessons
o allow teachers the opportunity to watch colleagues present a lesson and have conversation with peers regarding instructional practices

Core Curriculum Trainings

o provide detailed information on implementing the core curriculum components including Guided Reading, Reading Workshop, Fundations, Words Their Way, Writing Workshop etc.

Professional Paideia Sessions

o teacher centered and focused on direct application to classroom practice

http://teachingmyfriends.blogspot.com/2012/03/teacher-observations.html

Implement Fidelity Measures

Implement Fidelity Measures

Impact on RtI

Focus on Core instruction is increased - added documentation of Core effectiveness to Tier I Problem Solving Plan

Where are we now and next steps

IT ALL STARTS WITH THE CORE: BUILDING AN RTI FRAMEWORK

Dr. Whitney Oakley, Executive Director of PreK-5 Curriculum and Instruction Guilford County Schools
Susan Laney, RtI Coordinator Guilford County Schools

RtI in Guilford County Schools

Where we were 2 schools in DPI RtI Pilot Study District-wide universal screening in reading since 2008 RtI team training for schools in 2009 - 2011

Where we are

Implementing district changes and support for pieces of core instruction Equipping PLCs to direct Tier II Transitioning intervention support team to Tier III team Aligning academic and behavior efforts Go slow to go fast! Providing core instruction to meet the needs of most students, including subgroups Layering intervention programming connected to core instruction

Where we are going

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Guilford County Schools Strategic Plan 2016

Literacy Strategy 1.28 Give teachers high quality resources and a standardized, specific plan to teach reading. Explore research-based, standardized reading programs Improve the quality of instruction in the literacy block Increase student achievement and decrease the percentage of students who need intensive intervention Early Intervention Strategy 1.33 Provide high quality, research-based interventions for students. Provide a multi-tiered system of supports that ensures student receive effective and timely interventions
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

GCS Historical Early Literacy Data

Regular analysis of kindergarten through third grade Reading 3D assessment data reveals that current instruction has not aligned with early literacy benchmarks. Result has been a loss of students in each grade level each year who are prepared for life-long reading proficiency. District trends remain unchanged from 2008 to present. Performance at proficient level or higher on End of Grade reading assessments (grades 3-8) at 68.1 percent.
First Grade Middle of Year Comparison DIBELS Composite Score (assessed using mCLASS) 2008-09

DIBELS 6th Edition DIBELS Next

2009-10 2010-11 2011-12

2012-13

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

At or Above Benchmark Below Benchmark Well Below Benchmark

GCS Historical Early Literacy Data

Phonemic Awareness (PSF)
2008-09 2009-10 2010-11 2011-12

Basic Phonics (NWF)

2008-09 2009-10 2010-11 2011-12

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Beginning GCS Literacy Changes (2012-13)

Elementary Principal meetings shifted from information dumping to work sessions Equipped principals with knowledge to be instructional leaders in literacy Identified direct links between assessment, classroom instruction, RtI Selected programming to start systematic core instruction

Principal training

November Alignment of DIBELS measures & Basic Early Literacy Skills

January Basic Early Literacy Skills in Model Instruction

March Instructional changes in response to data Link to RtI

December Defined Basic Early Literacy Skills & linked to CCSS RF Strand

February Basic Early Literacy Skills instruction in GCS Schools

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

GCS Literacy Changes K-8 (2013-14)

Adjustments to Core (Tier I Changes) Adjustments to Intervention (Tier II Changes) Instructional Changes New K-8 instruction and programs in the area of word study K-3 Fundations 4-5 Words Their Way 6-8 Just Words Summer 2013, teachers received professional development and materials in new instruction and programs Curriculum Facilitators received word study training during the summer institute Principals and Curriculum Facilitators receive ongoing professional development targeting effective implementation Assessments for all students to measure growth over time K-3 Reading 3D (Reading) 6-8 AIMSweb (Reading and Math) Principals and Curriculum Facilitators analyze data through facilitated sessions at key points during the school year to determine effectiveness

Professional Development

Measuring Progress

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

GCS Instructional Changes Shifting from Instructional Recommendations

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

GCS Instructional Changes to providing Instructional Resources

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Literacy Changes Support Plan (2013-14)

Academic Services; 3-4 times yearly data work sessions District Staff Increasing capacity through: Fundations facilitator certification NC Reading Foundations trainer certification 4 times yearly data work sessions including: goal setting for grade levels core instruction adjustments identifying students and strategies for intervention Monthly CF PLCs Focus on coaching, data, supporting instructional changes Data focused PLCs following assessment windows Model lessons from Wilson trainers to model explicit word study instruction

C & I Staff

Principals

Curriculum Facilitators

Teachers

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

K 3 Literacy Changes Fundations Program

Instructional Changes Core instruction Supplemental Instruction Professional Development Fundations (Word Study instruction, 30 minutes daily) 2013 14 Kindergarten through Second Grade 2014 15 Kindergarten through Third Grade Daily instruction word study instruction for K-3 students (by 2014-15) Additional supplemental instruction for struggling learners 3 times a week (by 2015-16) All K-2 teachers (approximately 1,000 teachers) trained and received materials summer 2013 Coaching provided by Wilson (publisher) at 1 school per region 12 internal Fundations Facilitators (existing positions) Additional coaching days at 30 schools Initial implementation measured by walkthrough checklists, implementation checklists Student progress documented on unit tests After initial implementation, growth in 2014 MOY Reading 3D data

Measuring Progress

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

K 3 Literacy Changes Fundations Program

What is Fundations?
Fundations is a word study and spelling program for kindergarten through third grade students. Fundations addresses the Foundational Reading Skills Strand of CCSS. Fundations is the curriculum for one component (30 to 35 minutes) of the daily GCS balanced literacy block (120 minutes). Fundations includes mastery assessments after each unit. Each K 2 teacher received a teacher kit. Teacher kit contains teacher manual, posters, letter cards, teacher cue cards Students use the student materials each day. Student materials include dry erase board, magnetic letter journal, composition notebook

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Fourth and Fifth Grade Literacy Changes

Instructional Changes Words Their Way (Word Study Instruction, 30 minutes daily)

Professional Development

All 4-5 teachers (approximately 500 teachers) trained and received materials between June 18 and August 22 Coaching provided by GCS ELA Specialists to School Curriculum Facilitators

Measuring Progress

Initial implementation measured by walkthrough checklists, implementation checklists After initial implementation, growth expected in DIBELS data, Reading levels, EOG reading proficiency

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Fourth and Fifth Grade Literacy Changes

What is Words Their Way?
Words Their Way is a word study and spelling program utilized for fourth and fifth grade students. Addresses the Foundational Reading Skills Strand of CCSS Words Their Way is the curriculum for one component (30 minutes) of the daily GCS balanced literacy block (120 minutes). Each 4 5 teacher received a text book and instructional support manuals. Provides small group, differentiated instruction based on a developmental spelling inventory Provides instruction exactly where students are using but confusing spelling features and word parts Allows for active manipulation of words in order to explore general spelling patterns and spelling/meaning connections Example sort of when to spell a word with dge (after a short vowel sound) versus when to spell a word with ge (after a long vowel sound) -dge edge badge -ge age stage

ridge
fudge judge lodge bridge ledge dodge hedge

rage
cage huge

pledge

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

K 5 Literacy Assessment Universal Screening/ Reading Levels

Assessment Tool

Administration trainings Teacher Training In person training Online modules Training to utilize data at the school level Sessions 4 times a year with principal and curriculum facilitators Using Data to Training to utilize data at the classroom level Drive Instruction Summer training and optional sessions for curriculum facilitators District trainers attend school PLCs upon request
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Support for K - 5 administrators (Fall 2013)

Using Data to Drive Instruction Training to utilize data at the school level Sessions 4 times a year with principal and curriculum facilitators

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Support for K - 5 administrators (Winter/Spring 2013/14)

Using Data to Drive Instruction Training to utilize data at the school level Sessions 4 times a year with principal and curriculum facilitators

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

6th 8th Grade Literacy Changes

Just Words Curriculum for reading intervention, 45 minutes daily, 90 students per school) Just Words is the replacement for Read 180 A replacement for Read 180 was required when 3 years of End of Grade test results did not demonstrate significant growth for students in the Read 180 classes.
Reading Lab teachers (20 teachers) trained and received teacher/student materials Coaching from Wilson Quarterly teacher meetings Initial implementation measured by walkthrough checklists, implementation checklists Student progress documented on unit tests Growth expected in AIMSweb data

Instructional Changes

Professional Development Ongoing Professional Development Measuring Progress

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

6 8 Literacy Changes Just Words Program

What is Just Words?

Just Words provides a curriculum for the study of word structure through the six syllable types in English and the most common Latin roots. Just Words is a word-level intervention program with a highly explicit and systematic focus on the study of word structure. Just Words is for students who have mild to moderate gaps in their decoding and spelling proficiency Just Words is the curriculum for reading intervention in middle schools. Each middle school reading intervention teacher received a teacher kit and student kits Teacher kit contains teacher manual, instructional materials, interactive whiteboard capability Student kit contains dry erase tablet, magnetic journal with letter tiles, student composition book
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

6 8 Universal Screening AIMSweb (Reading and Math)

Assessment Tool

Teacher Training

Administration trainings AIMSweb training for 2 staff members

Using Data to Drive Instruction

Training to utilize data at the school level Sessions 2 times a year with principal and curriculum facilitators

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

Next Steps
K-3 Systematic Intervention including Fundations double dose

4-5

Systematic Intervention including Just Words

6-8

Systematic structures to core instruction Keys to Literacy Writing Routine

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2