SPED Literacy Intervention Team
Step 1: Develop Inquiry Based Questions, Identify Priority Standard/Skill and Present Data

The team identified reading comprehension as the priority in the literacy intervention classes.

Assessment: DAZE reading comprehension grades 3, 4 and 5 depending on the level of the intervention class. The assessment is a timed reading assessment that can be given to a group.

Individual Teacher Data:


Number of Students
Number of Advance Students
80% and higher
Percentage of Advance Students
Number of Proficient Students
70-79%
Percentage of Proficient Students
Number of Partially Proficient Students
60-69%
Percentage of Partially Proficient Students
Percentage of Not Proficient Students
Below 60%
Percentage of Not Proficient Students
Teacher

Troch
Block 5
Book C
12






9
100%
Teacher

Troch
Block 6
Book D
9




1
10%
8
89%
Teacher

Troch
Block 7
Book D
8






8
100%
Teacher

Chrisbens
Block 4
Book B
14






14
100%
Teacher

Chrisbens
Block 5
Book C
7






7
100%
Teacher

Chrisbens
2nd Ed. Book B
Block 6
14






14
100%

Step 2: Analyze Data to Determine Root Causes




Strength – what?
1. On task


2. Focused on completing the test to their best abilities.

3. Drawing on limited background knowledge.


4.


5.
Inferences – why?
1. The students feel some success so they work hard.

2. Close to ability level so this limits frustration.

3. Feel safe in this class as it is designed to help them work at their ability level.

4. In second administration we removed the time constraint and students seemed to open up to the assessment even more.

5.

*root causes*
Weakness – what?
1. Vocabulary


2. Fluency


3. Context clues – using this strategy


4.


5.
Inferences – why?
1. Lots of English language learners who have limited experience with English vocabulary.

2. Many students have not mastered the basic literacy skill of decoding so they are spending a lot of time decoding words as they are reading the passage.

3. Most students have never been explicitly taught the strategy of using context clues – also the limited vocabulary and lack of automaticity almost makes it impossible to use this strategy effectively.

*root causes*

Step 3: Establish Smart Goal
The percentage of Language! Intervention students scoring proficient or higher in comprehension will increase from 25% to 50% by the end of semester one as measured by Dibels Daze - Comprehension administered on December 8th,2010.
Step 4: Select Common Teaching Strategies
Instructional
Story folders to improve comprehension
1. Mondays – re-reading story, sequencing events with pictures or words
2. Tuesdays – identifying grammar pieces – nouns, verbs, advectives, adverbs (will continue to add grammar pieces as these are mastered)
3. Wednesday – using Blueprint or outline for writing to find main ideas and complete the organizer.
4. Thursday – using Blueprint of outline to identify supporting details and complete the organizer.
5. Friday – vocabulary focus using a Define It organizer to create definitions for three vocabulary words from the story.

*must support/match the root causes identified in step 2*
Resources
Language! templates
Daze readings
Processes
Doing all this during our warm-up at the beginning of class – 5 minutes.



STEP 1: DEVELOP INQUIRY BASED QUESTIONS, IDENTIFY PRIORITY STANDARD/SKILL AND PRESENT DATA

Assessment Prompt:

“Which of the following statements show respect and which show disrespect? Circle ‘R’ if the statement shows respect or ‘D’ if the statement shows disrespect. (Go definition of respect and disrespect. For lower students, use ‘good behavior’ and ‘bad behavior’ language.





Individual Teacher Data:


Number of Students
Number of Advance Students
Percentage of Advance Students
Number of Proficient Students
Percentage of Proficient Students
Number of Partially Proficient Students
Percentage of Partially Proficient Students
Percentage of Not Proficient Students
Percentage of Not Proficient Students
Teacher
Tracy Servies
7
64%
1
9%
2
18%
1
9%
Teacher
Joyce Edwards
2
20%
3
30%
4
40%
1
10%



Adams City High School
STEP 2: ANALYZE DATA TO DETERMINE ROOT CAUSES



Strength – what?
1. Transiton- question 1, 6 & 10


2. Achieve- 4, 5, 10


3.


4.


5.


Inferences – why?
1. Question 10 referred to borrowing a shovel from a neighbor and cleaning it before returning. Students may be more respectful in their community than in school?

2. Students are now doing recycling and question 4 refers to picking up trash.


3. *Behavior in community is better than at school.


4. Question 5 relates to throwing fireworks at cars and students mostly knew it was not appropriate.

5.

*root causes*
Weakness – what?
1. Transition- question 7, 9, 12


2. Achieve- question 1 & 8


3.


4.


5.

Inferences – why?
1. Question 7 refers to obeying rules at home and students may not have rules at home and many did not understand what obeying means.

2. Major school climate issue refers to question 9 about being quiet when someone is speaking.

3. Question 8 refers to strangers and Achieve are afraid to talk to strangers even though the answer is respect.


4.


5.

*root causes*



Adams City High School
STEP 3: ESTABLISH SMART GOAL






The percentage of Career Development students scoring proficient or higher in respectful behavior will increase from 39% to 50% by the end of December as measured by What do you Think? administered on September 15th.





Adams City High School
STEP 4: SELECT COMMON TEACHING STRATEGIES **

Instructional
1. Constantly refer to respect in various situations ex. Teachable moments.
2. Visible posters stating expected behaviors.
3. Daily checklist used to build points to individual awards.
4. Behavior point system.
5. Monthly awards/parties
6. Video tape and take pictures of behavior.
*must support/match the root causes identified in step 2*
Resources
Rewards, posters, behavior charts.







Processes



Adams City High School
STEP 5: DETERMINE RESULTS INDICATORS


If the teacher is modeling respectful behavior then it is expected that the students will respond likewise.
If = explicitly state what the teacher behaviors will look like when implementing the common instructional strategies.
Then = explicitly state the student impact and student behavior that will be observed
***just stating the behaviors

IF…teacher behaviors
THEN…student behaviors
1. If the teacher talks to the students respectfully…
2. If the teacher talks to their peers respectfully….
3. If the teacher references and acknowledges respectful behavior…
4. If the teacher explicitly teaches actions of disrespect…
5. If the teacher evaluates and conferences with students…
1. Then the students will speak respectfully to the teacher.
2. Then the students will speak respectfully to their peers.
3. Then the students will be able to identify when an action is respectful.
4. Then the students will be able to identify when actions are disrespect.
5. Then the students will be able to identify their own strengths and weaknesses when relating to respect and disrespect.



Adams City High School
STEP 6: MONITOR AND EVALUATE RESULTS


Has this strategy been implemented?

Partially implemented- to master these skills, it will take our students the entire school year.




*reasons implementation was incomplete or did not occur
Has this activity had impact?
Yes, students are starting to monitor each other’s disrespectful behavior and are able to give more examples of correct and incorrect behavior. Achieve students are responding much better to pictures and role-playing. Tweener group is responding better to role-playing and explicit instruction.

*reasons expected impact did or did not occur
Evidence of actual impact on instructional practice and/or student learning…

Achieve students are quicker to realize when they are being disrespectful. They are beginning to understand expectations. Tweener group have gone from disrespectful behavior to recognizing other peers disrespectful behavior and verbalizing problems.


Suggested adjustments or recommendations…

Continuous practice and repetition of modeling, role-playing and social stories. Explicit instruction on respectful and disrespectful behavior.

Reflections…

We are still working on improving these
behaviors. This process will take all year and is a work in progress.





Other relevant information…

We are still working on improving these
behaviors. This process will take all year and is a work in progress.