Student Achievement Model

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Student Achievement Model
Port Hope
Huron County Rural Schools
Elkton-Pigeon-Bay Port
North Huron
Owendale-Gagetown
Bad Axe
Ubly
Caseville
Harbor Beach
Huron Intermediate School District Our
Story May 4, 2010
Reese
Cass City
Marlette
USA
Kingston
Akron-Fairgrove
Millington
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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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SAM is an RtI Model

• Strong core programs
• Early intervention
• Research-based practices
• Data-based decision making
• A continuum of instructional support

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Critical Components of SAM

• Structured teams
• Training
• Teacher Leaders
• Administrators
• Collaboration general and special education

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SAM Structure

• SAM Steering Committee and Leadership Team
• SAM Training Teams
• LEA Teams
• District Team
• Building Team
• Department/Grade-Level Team

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Mathematics

• Teacher Leader training 2006-2007
• Universal Screening Kindergarten through Algebra
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Universal (Benchmark) Screening

1. For ALL students
2. Focus on essential, important skills
3. Instructionally relevant
4. Efficient to administer
5. Sensitive to change in skill performance
6. Measure fluency of performance

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Math Measures Used in SAM
Measure Source Time
Tests of Early Numeracy (TEN) Grades K-1 4 measures AIMSweb 1 min. each individually administered
Mixed Computation Grades 1-6 AIMSweb 2 4 min. paper/pencil
Algebra Measures Grade 6 Algebra 1 AAIMS Iowa State University 5 7 min. paper/pencil
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Tests of Early Numeracy Grades K 1

• Oral Counting
• Number Identification
• Quantity Discrimination
• Missing Number

Quantity Discrimination (QDM)
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Mixed Computation Grades 1-6

• Whole number computation Grades
• 1-5 (M-CBM)
• Rational computation Grade 6 (custom)
• M-COMP new August, 2010

Rational Computation Measure
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Algebra Basic Skills Grades 6-7
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Algebra FoundationsGrades 7, 8, and Algebra I
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Content Analysis (Multiple Choice)Grade 8 and
Algebra I
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Math Assessment Sources

• AIMSweb
• http//www.aimsweb.com
• Project AAIMS Algebra Assessment and
  Instruction Meeting Standards
• http//www.ci.hs.iastate.edu/aaims/homepage.html
• Others Math DIBELS, Easy CBM, Edcheckup, Yearly
  Progress Pro

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Progress Monitoring / RtI Websites

• Research Institute on Progress Monitoring
• http//www.progressmonitoring.net/
• National Center on Student Progress Monitoring
• http//studentprogress.org/
• National Center on Response to Intervention
• http//www.rti4success.org/

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Local School, Grade 6, Math Fluency
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Local School, K Missing Number Fall to Spring
    

• Implemented PALS Math in addition to core
  curriculum
• Percent of Kindergarteners at Tier 1 increased
  from 5 in the Fall to 81 in the Spring

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Local Elementary BuildingMath Fluency

• Implemented PALS Math
• Purchased updated math curriculum
• Provided focused math fact practice consistently
  across grades
• Spring 2007 33 at Tier 1
• Spring 2009 73 at Tier 1

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Local SchoolGrade 8 Algebra Foundations
Went from 25 Tier 1 in Fall to 100 Tier 1
in Spring ALL Tier 3 and Tier 2 students in Fall
moved up a level by Winter
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Progress Monitoring Every Strategic and
Intensive Student
Aimline
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Finding Research-Based Resources
What Works Clearinghouse - ies.ed.gov/ncee/wwc
www.bestevidence.org
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Math Supplements and Interventions

• PALS Math, K-6 (Vanderbilt University)
• Michigan Mathematics Program Improvement Project
  (MMPI), Grades 2-8
• (www.michiganmathematics.org)
• Number Worlds, Pre-K-8 (SRA)
• Connecting Math Concepts, K-8 (SRA)
• Corrective Math, Grades 3-adult (SRA)
• Odyssey, K-8, High School (Compass Learning)
• Cognitive Tutor (Carnegie Learning)

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Next Steps in Mathematics

• Continue benchmark screening
• Broaden approach to assessment
• Continue PD and resource identification
• Maintain curriculum alignment
• sammath.wikispaces.com

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SAM Literacy Writing and Reading
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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
• 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)

• Prewriting
• Inquiry Activities
• Process Writing Approach
• Study of Models
• Writing for Content Learning

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90-90-90 Schools on Writing

• Multiple opportunities for improvement
• Emphasis on NON-FICTION writing
• Collaborative scoring of student work
• Value of feedback
• Impact of time
• Value every adult in the system
• Cross-disciplinary integration

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Essential Components for Literacy

• Direct, Explicit Vocabulary Instruction
• Word Meanings and Independent Strategies
• Direct and Explicit Comprehension Strategy
  Instruction
• Active Participation
• Multiple Strategies
• Writing
• Across disciplines, using self-regulation
• Aids comprehension

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Essential Components, Continued

• Motivation and Engagement
• Reading Instruction
• ALL students will benefit from some reading
  instruction (word-level work)
• SOME students need intensive reading instruction
• Include decoding and fluency, vocabulary,
  background knowledge, and comprehension
  strategies
• Instruction will vary across content areas

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Universal Screening in Literacy

• Letter copying in Kindergarten
• Correct writing sequences Grades 1-12
• DIBELS for Reading

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Local School Grade 5 Writing Fluency
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Grades 9-12 Writing, All SAM
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Local Elementary BuildingWriting Fluency

• In the district, only 77 of students were in
  the green
• Two retired writing teachers were hired last year
  to give extra writing support
• Common planning time for teachers was created
• All teachers were trained in Step Up to Writing
• Scores improved 12

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K Phoneme Segmentation Jan. to MayBEFORE Tier 1
Changes
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Same teacher following yearAFTER Tier 1 Changes
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Tier 1

• Step Up to Writing
• K-12, cross-disciplinary
• Local Trainers
• Implementation Plans
• Strategies
• Self-Regulated Strategy Development (SRSD)
• Cover, Copy, Compare

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Tiers 2 and 3

• Tier 1 Programs and Strategies, with...
• Reduced group size
• Increased instructional time, frequency,
  intensity
• Specific Intervention Programs and Strategies
• REWARDS Writing
• Expressive Writing 1 and 2
• Handwriting Without Tears
• Sentence combining strategies

Direct, explicit Instruction
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Reading Supplements and Interventions

• Road to the Code
• Stepping Stones
• Ladders to Literacy
• Sound Partners
• Phonics for Reading
• SPIRE
• REWARDS (and Plus)
• Read Naturally
• Evidence-Based Literacy Instruction

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Next Steps for Literacy

• Update HISD Literacy Guiding Document
• Continue Step Up to Writing implementation
• Train teacher leaders in adolescent literacy
• Research additional interventions for reading and
  writing
• Research alternate early writing measure
• Implement additional diagnostic measures
• Incorporate Common Core Standards

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SAM - What Wed Do the Same

• Train and support administrators
• Structure local teams (district, building,
  grade/department)
• Engage HISD teams in deep, ongoing study
• Facilitate systematic data review process

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SAM - What Wed Do Differently

• Carefully select Teacher Leaders
• Frontload in-depth training for administrators
• Gather systematic input from locals
• Provide appropriate support for worker bees
• More clearly define roles and expectations up
  front

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How Life Has Changed

• Students write and learn more
• More interaction between General Education and
  Special Education
• Local administrator discussions more targeted
  toward student achievement
• HISD staff have broader (and deeper) knowledge
  base
• Teachers are more effective (strategies and use
  of time)

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• Change takes time if a magic wand existed, we
  would have already used it

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For More Information . . .

• www.hisd.k12.mi.us
• Click Student Achievement Model at left
• Janet Richards
• janet_at_hisd.k12.mi.us
• Peggy Randall
• pegann_at_hisd.k12.mi.us
• Jennifer Trusock
• jtrusock_at_hisd.k12.mi.us