Tier 1 Secondary Content Area Reading Day 1 School Leadership Team Training
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Bell Ringer • Log into MiMTSS website at http://webapps.miblsimtss.org/MiMTSS/ • Navigate to the Context Tab on your school’s dashboard • Review the table listing your School Leadership Team membership • Record any updates that are needed on a post-it note and share this with your trainer 1 Tier 1 Secondary Content Area Reading Day 1 School Leadership Team Training miblsi.org Acknowledgements The content for this training day was developed based on the work of: • Anita Archer • Kevin Feldman Special thanks to the Michigan Middle Schools participating in the Promoting Adolescent Reading Success project 3 Group Expectations Be Responsible Attend to the“Come back together” signal Active participation…Please ask questions Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Please refrain from email and Internet browsing Be Safe Take care of your own needs 4 Training Scope and Sequence Year One: • Tier 1 Secondary Positive School Climate series • Tier 1 Class-wide Positive Behavioral Interventions & Supports (PBIS) Year Two: • Tier 1 Secondary Content Area Reading series • Tier 1 Secondary Content Area Reading Strategy • Winter Data Review • Intervention System series • Tier 2 Behavior Check-in, Check-out (CICO) • Spring Data Review 5 Purpose The Tier 1 Secondary Content Area Reading training series is designed to support the installation and successful use of a School-wide Content Area Reading Model to improve outcomes for all students 6 Intended Outcomes By the end of this training, teams will… • Develop an update for staff related to current MTSS implementation efforts for both behavior and reading • Understand why students struggle to understand text • Review compensatory strategies that can be used across core subject area classes to improve students’ understanding of what they read in their classes • Define each of the components of SQ3R strategy • Outline specific action steps for the SLT, administrator, and staff related to a School-wide Reading Model as a part of the MTSS framework 7 Today’s Agenda 1.0 Defining a school-wide Content Area Reading Model within an MTSS Framework 2.0 Why Students Struggle to Understand Text 3.0 Before, During, & After Reading Comprehension Strategies 4.0 SQ3R Overview 5.0 Defining SQ3R Strategy Components 6.0 Next Steps 8 Team Roles • Facilitator: guide discussions and activities to keep the team moving forward • Time Keeper: keep track of the time and bring the team back together • Note Taker/Recorder: keep master notes and ideas that are not action items • MTSS Implementation Plan Recorder: keep track of the activities to add to the implementation plan • Active Team Members: engage and participate in discussions and activities 9 Communication with Your DIT • At the end of the last session your team recorded specific accomplishments from the training day as well as any barriers to share with the DIT • Our goal is to support the flow of communication back and forth between your School Leadership Team and the District Implementation Team • Communicating with District Implementation Team is designed to support the communication • Keep it handy throughout the day to capture what needs to be communicated with the DIT 10 1.0 Defining a School-wide Content Area Reading Model Within an MTSS Framework 11 In Module 1.0, teams will • Summarize the current status of SWPBIS implementation efforts within an MTSS framework • Describe the components of a School-wide Content Area Reading Model within an MTSS framework • Review the Reading Tiered Fidelity Inventory (R-TFI) Secondary Level Edition 12 School-Level MTSS Implementation Plan • As the SLT, you are leading the work to install and implement an integrated reading and behavior MTSS framework • The School-Level MTSS Implementation Plan was started last year during your SWPBIS training series • The intent is for there to be one plan guiding this work – today you will be adding to the School-Level MTSS Implementation Plan specifically related to the components of a School-wide Content Area Reading Model 13 Activity 1.1 • Locate your team’s School-Level MTSS Implementation Plan started last year • Log into MiMTSS and access the PBIS Installation Checklist • Update the status on checklists 1-4 if needed • Record your status in your MTSS Implementation Plan • Locate your Tier 1 Scale Score from the SWPBIS TFI completed this fall • Record your status in your implementation plan and enter it into MiMTSS if it is not already entered into MiMTSS 14 Activity 1.2 • Access the Google Slide show that was emailed to a member of your team • Use the template to create an update of your SWPBIS implementation efforts to share with your team • Stop after the SWPBIS Implementation prompts – you will be working on this MTSS Update throughout the day • Record any action steps in your MTSS Implementation Plan (Item #1) 15 Activity 1.3 • Individually: • Write down your understanding of the layering on of reading to the MTSS framework • List 1-2 questions that you have right now and 1-2 things that you are excited about on individual post-it notes • Share out with your team • Place your post-it notes on the chart paper in the front of the room 16 School-wide Content Area Reading Model Definition: Multi-tiered structures encompassing: 1. Systems to address the continuum of reading needs across the student body; 2. Practices designed to improve reading outcomes for all students that involve active participation by all school staff; and 3. Data use and analysis (St. Martin, Nantais, & Harms, 2015) 17 Systems to Address Needs • Team structures • School-wide Content Area Reading Plan • Professional Learning Plan • Intervention Grid with entry criteria, progress monitoring, and exit criteria • Intervention System • Define process for selection of content area reading strategies, programs and intervention program and materials (at the district level) 18 Evidence-Based Practices • Common content area reading strategies using instructional routines • Focus core instruction and intervention on the big ideas of adolescent reading (advanced decoding, fluency, comprehension, vocabulary & motivation) for all students 19 Data Use & Analysis • Collection of Early Warning Indicators (EWI) as a universal screening measure and review of historical data • Monthly SLT meetings monitoring school-level MTSS Implementation plan and reviewing EWI data three times a year • Collecting Reading Tiered Fidelity Inventory – Secondary- Level Edition (R-TFI) by SLT • Department team meetings that include a focus on data related to the use of common content area reading strategies • Cross-department team meetings that focus on problem solving around a common group of students, developing a plan and monitoring progress of that plan 20 School-wide Content Area Reading Model Review Multi-tiered structures encompassing: 1. S______ to address the continuum of r_____ needs across the student body; 2. P_________ designed to improve reading outcomes for a___ students that involve active participation by all school staff; and 3. D_____ use and a_________ (St. Martin, Nantais, & Harms, 2015) 21 Activity 1.4 • Individually, write 1-2 sentences describing a School-wide Content Area Reading Model • As a team, share what you wrote and combine the ideas to create one description that will be shared with the rest of your school staff • Record your team’s description of a School- wide Content Area Reading Model in your MTSS Update • Be prepared to share out 22 Reading Tiered Fidelity Inventory (R-TFI) • Purpose: provides the School Leadership Team with a way to self-assess the implementation of a School-wide Content Area Reading Model • The R-TFI will also serve as your road map to guide your priorities and actions related to the reading components of an MTSS framework 23 Reading Tiered Fidelity Inventory – Secondary Level Edition • Specific to the • Each scale has four Secondary Level sub-scales: • Two scales: • Teams • Tier 1 • Implementation • Tiers 2 & 3 • Resources • Evaluation 24 Scoring Items on the R-TFI • Each item is scored either 2-points, 1-point, or 0-point based on the specifics in the scoring guide descriptions and the identified data sources • Data sources should be available to substantiate the scores based on the description in the scoring guide 25 Activity 1.5 • In your team, count off by 3s (1, 2, 3) • Each number will be assigned R-TFI items and their accompanying scoring guide to read • With your partner, create a summary of the items using the document titled “R-TFI Jigsaw and Summarization Writing Frame” within your participant workbook 26 What Do We Do With the Data? • Develop a S.M.A.R.T. objective for your School- Level MTSS Implementation Plan • Share your current status and S.M.A.R.T. objective with your staff continue to develop collective ownership for the work • Demonstrate the connection between: • The work of installing and using a School-wide Content Area Reading Model, • R-TFI items, and • Your MTSS Implementation Plan 27 Activity 1.6 • Add a description of the R-TFI to your MTSS Update • Be sure your description includes: • Definition of the R-TFI • Who completes the R-TFI • When it will be completed • When it will be shared with the full staff 28 Assignment 1.1 • Work with your MIBLSI Reading Data Coordinator to schedule a time to complete the Reading Tiered Fidelity Inventory (R-TFI) Secondary Level Edition before the Winter Data Review Coaching Support Session • Enter your R-TFI data into MiMTSS with