Utah Coaching Network

Brief Review – Yesterday’s Outcomes

Partner share – One “Big Idea”

Group Responses

Today’s Objectives

Expertise – 538 years of experience Bright Spot

◦ successful efforts worth emulating Positive Deviants

◦ constantly expanding vision and are always looking for a better way

Change because you see the light, not because you feel the heat.

Coaching is . . . ◦ Prompts◦ Corrections

FACTS◦ F – feedback – I, We, You◦ A - adjusted◦ C – context ◦ T – time - ongoing◦ S – student focused

Basic Five◦ Ratio of Interactions (see CHAMPS, p. 212-214,

253)◦ Opportunities to Respond (OTRs)◦ Error Correction◦ Disruptions◦ Academic Engagements

Instructional Routines Data Summary Self Evaluation

What does STOIC stand for?

What does CHAMPS stand for?◦ Focus on 1)______________◦ Focus on 2) ______________

Each chapter starts with a list of T_________

Each chapter ends with a S_____ __________

Consider integration of behavior & academics

Learn levels & purposes of assessment Increase knowledge and skills in formative

assessment & intervention practices ◦ CBM administration◦ Diagnostic assessment◦ Intervention selection & implementation◦ Progress monitoring◦ Data management tools

Consider coaching practices

Good teaching is good teaching and there Good teaching is good teaching and there are NO boundaries on when, where, or for are NO boundaries on when, where, or for what or whom it will occurwhat or whom it will occurTeaching academics without attention to Teaching academics without attention to behavior IS NOT evidence based practicebehavior IS NOT evidence based practiceTeaching behavior without attention to Teaching behavior without attention to academics is unsound practiceacademics is unsound practiceIn efforts to improve achievement, they In efforts to improve achievement, they cannot be separatedcannot be separated

Algozzine, 2008Algozzine, 2008

Are we matching instruction to student

need?

BLBL

SignificanceSignificance

Behavior Behavior Instruction Instruction

Reading Reading Instruction Instruction

Reading and Reading and Behavior Behavior

Instruction Instruction

RR BBRR BBRR BB

Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

What teachers and kids need is support!

They need “personal trainers” to use data and implement academic and behavior interventions.

They need a coach – they need you!

It’s As Easy As . . .

A B

C

It’s as Easy as 1, 2, 3 . . . Anita’s Insights

FidelityDelivery SkillsUtilization of Data

Curriculum-Based Measurement: Introduction

The ultimate goal of assessment is to identify problems with instruction and to lead to instructional modifications. A good share of present-day assessment activities consist of little more than meddling…We must use assessment data to improve instruction…The only way to determine the effectiveness of instruction is to collect data.

Ysseldyke and Algozzine (1995)

Formative assessment Measure of student performance over time An analysis of specific skill on an individual

student Tool

◦ Identifying struggling students◦ Set goals◦ Align instruction with desired outcomes◦ Provides diagnostic information◦ Progress monitor◦ IEP development

“When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative.” - Robert Stake

Measure of class-wide performance An alternative to other assessment

procedures– often replaces costly, time-consuming, disruptive practices

Quick & Easy Establishes reliability & validity Direct low-inference measures Can be easily summarized & presented

◦ Parents, students, colleagues

Goal is two-fold:

1. Monitor student progress

1. Inform instruction / teacher practice

Benchmarking Diagnostic

◦Can’t do/won’t do◦Survey Level Assessment◦Error analysis◦Intervention development

Progress Monitoring Instructional/criterion-referenced

When?How Often?Why (purpose)?Who?How?

Step 2 Step 3 Step 2 Step 3 Step 4 Step 4

Step 1Step 1Additional Diagnostic Additional Diagnostic Assessment Assessment

Instruction/Instruction/InterventioInterventionn

Progress Progress MonitoringMonitoring

IntensivIntensivee

5%5%

TargetedTargeted15%15%

UniversalUniversal80%80%

All All students students

at a at a grade grade levellevel

FallFallFallFall WinterWinterWinterWinter SpringSpringSpringSpring

Universal Universal ScreeningScreeningUniversal Universal ScreeningScreening

Group Group DiagnosticDiagnostic

Small Group Small Group DifferentiateDifferentiated by Skilld by Skill

2x month2x month

Individual Individual DiagnosticDiagnostic

Individual Individual InstructioInstructionn

WeeklyWeekly

NoneNone ContinueContinuewith Core with Core InstructioInstructionn

BenchmarksBenchmarksGradesGradesClassroom Classroom AssessmentsAssessmentsUtah CRTUtah CRT

Select appropriate material for probe Place probe in front of and facing the

student Keep copy for the examiner (on clipboard) Provide directions Start timer Have student perform task for allotted time

(1 minute for reading tasks) Score probe Display data on graph/chart Video Clips . . . . Examples

Triads work together Administer reading fluency probe Score probe – count number correct and

number of errors Record the score Switch roles & repeat Questions & answers – feedback

Oral Reading Fluency: ◦ Mark as correct

# of words read correctly in one minute◦ Mark as incorrect:

Misread words Omissions Hesitations - words read by assessor (read after 3

seconds) Reversals – two or more words not read in order

(see page 146 in ABCs of CBM)

Purpose◦ Determine motivation vs. skill deficit

Technique◦ Administer same probe – add incentive◦ Timing - Soon after benchmark/screener

Decision Rules >=15% increase=motivation (Witt & Beck,

1999) <15% skill deficit Consider both

Triad practice◦ Score (p. 48 Benchmarks)◦ Can’t/Won’t?◦ Decision?

Trial 1 (reading):◦ Annie:

4th grade 65 cwpm (Fall)

Purposes◦ To determine the appropriate instructional

placement level for the student. The highest level of materials that the student can be

expected to benefit from instruction.

◦ To provide baseline data, or a starting point, for progress monitoring In order to monitor progress toward a future goal,

you need to know how the student is currently performing.

1. Start with grade level passages/worksheets (probes)

2. Administer 3 separate probes (at same level of difficulty) using standard CBM procedures.

3. Calculate the median score (i.e. the middle).

4. Is the student’s score within instructional range?◦ Yes - This is the student’s instructional level.◦ No - If above level (too easy), administer 3

probes at next level of difficulty.◦ No - If below level (too hard), administer 3

probes at previous level of difficulty.

Refer to Case Studies Provided . . . ◦Completed Forms B. Blue Jack Horner

Sample One – Junie B. – Whole Class Sample Two – Tom – Partner Consider instructional levels for sample cases

Norms◦ Compare student’s score to the performance of

others in her grade or at her instructional level◦ Data collected on thousands of students –

numbers are very similar Growth Rates

◦ Provide an indication of the average number of words per week we would expect students to improve

◦ Not necessarily new words - students reading same words at a faster rate each week

Benchmarks - Table 3.4 (p. 48) Norms – Table 3.5 (p. 49)

Growth Rates – Table 3.2 (p. 47)◦ greater progress is possible

If student doesn’t make adequate progress, it doesn’t mean she lacks the ability to learn reading– it means instruction needs to be changed!

It is our obligation to fix the problem!◦ Build up prerequisite skills◦ Increase length of daily lesson◦ Alter way we respond when error is made

We do NOT lower expectations!

“Learning is a result of instruction, so when the rate of learning is inadequate, it doesn’t always mean there is something wrong with the student. It does mean the instruction needs to be changed to better meet the student’s needs.” (p. 47)

1. End of Year Benchmarks2. Norms - Levels of performance3. Rate of progress – goal setting

◦(# of weeks x growth rate) + median baseline = goal

Students with greatest deficits need steepest slopes – more intense & effective interventions

Case Study # 1 ◦ Jack – 4th grader – reading data ◦ 3rd grade level 78/2, 4th grade level 65/ 3 ◦ compute for 10 weeks and annual goal

Case Study # 2◦ Suzie – 5th grader – reading data◦ 3rd grade level - 71/3, 4th grade level – 62/6◦ Compute for 10 weeks and annual goal

Three considerations:◦1. Purpose – screening vs. progress

mon.◦2. Importance of task – learning to read

vs. learning Roman numerals◦3. Significance of problem – student’s

difficulty increases need effective instruction need more frequent monitoring

Mea

sure

men

t Pr

ecis

ion M

easurement Frequency

Problem A

nalysisTier

3

Adapted from Burns & Riley-Tillman (2010)

Tier2

Tier1

Adapted from Burns & Riley-Tillman (2010)

Tier III – Identify discrepancy for individual. Identify causal variable. Implement individual intervention.

Tier II – Identify discrepancy for individual. Identify category of problem. Assign small group solution.

Tier I – Identify discrepancy between expectation and performance for class or individual.

Goal Setting Intervention Selection Intervention implementation Progress monitoring Improved student outcomes

Engage in Problem Solving Process!

Oral Reading Fluency

Diagnostic-FBA

Implement Intervention

Progress Monitoring

Consider work of “Bright Spot”◦ Jerry Sternin – V◦ Your School/District Team

Focus on another “Bright spot” ◦ Mt. View Elementary

1st-6th grade students were evaluated using three grade-level reading probes. Each probe was conducted for one minute.

Words read per minute and errors were tracked. The median (middle) correct words per minute

were recorded from the 3 samples. The median errors per minute were recorded

from the 3 samples. All data was entered on excel data system (CBM

Focus) and each teacher was given their individual class graph.

2008 AIMSweb Norms for Oral Reading Fluency were used. (ABCs of CBM pg. 49) ◦ 25th percentile norms for winter were used

to identify if student achieved “fluidity”.◦ 95% accuracy was used for determining

accurate or inaccurate. (http://reading.uoregon.edu/flu/flu_programs.php)

Students were grouped based on outcomes into 4 quadrants.

Fluid, Accurate◦ Correct Words Per Minute (CWPM), and

accuracy were at or above expected levels. (See individual data sheet for the CWPM cut-off for your grade level).

Fluid, Inaccurate◦ CWPM at or above expected level, but accuracy

below 95%. Slow, Accurate

◦ CWPM below expected level, but accuracy was at or above 95%.

Slow, Inaccurate◦ CWPM below expected level, and accuracy

below 95%.

Outcome Total Percentage

fluid, accurate 307 62%

fluid, inaccurate 79 16%

slow, accurate 42 8%

slow, inaccurate 70 14%

Grand Total 498

Quadrant 1 – Accurate and Fluid

Quadrant 2 – Inaccurate and Fluid

Quadrant 3 – Accurate and Slow

Quadrant 4 – Inaccurate and Slow

Adapted from Burns & Riley-Tillman (2010)

A Few “Go To” Interventions . . .

Inaccurate and Fluid:Drill and overcorrection (pg 101-105) Nuclear reading w/overcorrection

Accurate and Slow:Peer tutoring (pg 145-149)

Repeated readingNuclear intervention

Inaccurate and Slow:Response cards for increasing letter/letter sound

identification (pg 123-129)Nuclear reading w/ overcorrectionDI on sight words, letter sounds, & blending

Won’t Do:Mystery Motivator (pg 57-63)Offer treasure chest each day child has beat score

Interventions ◦ Nuclear Reading (Repeated reading)

◦ Reciprocal Teaching – Comprehension

Interventions ◦ Interventioncentral.org

◦ Gosbr.net

Updc.org The ABC’s of CBM One-Minute Academic Functional

Assessment and Interventions: “Can’t” Do It…or “Won’t” Do It?

Interventioncentral.org Gosbr.net School Problem Solving Teams What Works Clearinghouse:

http: //ies.ed.gov/ncee/wwc/

Data Point Analysis – “If-Then Rules”◦3-4 successive data points above the aim

line – move on (add “weight”)◦3-4 successive data points below the aim

line – change intervention to boost learning

◦3-4 successive data points lie around the aim line – make no changes

Always focus on student outcomes!

What will be the objective of the coaching interaction?

What tools will you use?

How will you measure mastery?

What’s the smallest change you can make that results in the biggest outcome???

RTI is tiered approach to instruction CBM is core component of RTI CBM used throughout all tiers – only

change is frequency of assessment Decisions within RTI Approach using CBM

Effectiveness of instruction Eligibility for remedial programs (such as

special education)

70

70

ACADEMIC SYSTEMS

Tier 3: Comprehensive & Intensive Students

who need individualized interventions.

Tier 2: Strategic Interventions

Students who need more support in

addition to the core curriculum.

Tier 1: Core Curriculum All

students, including students who require

curricular enhancements for

acceleration.

BEHAVIOR SYSTEMS

Tier 3: Intensive Interventions

Students who need individualized intervention.

Tier 2: Targeted Group Interventions

Students who need more support in

addition to school-wide positive behavior

program.

Tier 1: Universal Interventions All

students in all settings.

COACHING