Tier 1 Secondary Content Area Reading Day 1 School Leadership Team Training

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 support

29 2.0 School Leadership Team

30 In Module 2.0, teams will…. • Self-assess current functioning of the School Leadership Team (SLT) • Identify other existing teams whose work will overlap with the reading components of the MTSS work • Standardize a process for communication to ensure all teams have the necessary information to coordinate efforts to support student outcomes

31 School Leadership Teams & Sustainability Sustainability literature identifies factors that contribute to sustainability of efforts, including: • School and district support • School Leadership Team functioning has significant independent contributions to sustained implementation • On-going use of data to inform areas of strength and need

(McIntosh et al., 2015)

32 SLT Focus – Integrated Behavior & Reading MTSS Framework • When your team meets monthly, the focus should be on the integrated reading and behavior framework • For the School-wide Reading Model, your current focus is on installation of the components • For School-wide PBIS, your focus is on the initial implementation

33 Checking in on Your Team Functioning

34 Activity 2.1 • Individually complete the “School Leadership Team Meetings Self-Assessment” in your workbook • As a team, discuss any areas that varied across your team members as well as any areas that are not yet in place • You may want to revisit the “Setting Up Your SLT for Success” packet completed as a part of Day 1 of Positive School Climate as an action step • Determine what next steps need to be taken to ensure your School Leadership Team meetings are/continue to be effective and efficient and record action steps in your MTSS Implementation Plan (Items #2, #3 & #4)

35 Supporting Student Outcomes • Your School Leadership Team (SLT) is likely not the only existing team in your school that is focused on improving student outcomes • Ensuring that there is alignment and coordination in the work that supports the School-wide Content Area Reading Model is an important role of the SLT

36 Activity 2.2 • As a team, identify all other teams within your school (e.g., school improvement, PLCs, Department teams) that are working to improve student outcomes • Identify ways to ensure that there is alignment of school- wide priorities as well as ways to identify successes and challenges that will impact the work of the SLT • Identify the “need to knows” that your SLT will provide to these teams and the “need to knows” they will provide to your SLT after each meeting • Record action steps in your MTSS Implementation Plan (Item #5)

37 3.0 Why Students Struggle to Understand Text

38 In Module 3.0, we will… • Review the Simple View of Reading • Discuss the changing emphasis of reading instruction • Provide reasons students struggle to read and understand what they read

39 Simple View of Reading

(Gough, 1986)

40 Simple View of Reading: Defining Domains

• Decoding (word-level • Language reading): ability to Comprehension: transform print into ability to understand spoken language spoken language

41 Simple View of Reading: Language Comprehension

Focus on the Language Comprehension Domain that is made up of Academic Language Skills: Background Knowledge: possesses general and topic-specific background knowledge, Inferential Language Skills: ability to discuss topics beyond immediate context, Narrative Language Skills: ability to clearly relate a series of events, and Academic Vocabulary: ability to comprehend and use words in formal writing.

42 Simple View of Reading: Decoding

Components of Decoding including Print concepts, phonological awareness, phonics and word recognition, sight word vocabulary, and fluency encompass the decoding skills.

43 Teaching Decoding and Language Domains

• Occurs across the grade levels and increases in difficulty • The instructional emphasis for decoding skills changes based on the grade level and instructional focus: • Print Concepts: Kindergarten • Phonological Awareness (basic and advanced levels): emphasis shifts across K-4 • Phonics and Word Recognition: Emphasis shifts across K-5 with the phonics skills getting progressively more difficult • Phonological Awareness and Phonics are the gateway to Word Knowledge (sight vocabulary) • Fluency: sounds, words, connected to text

44 Why Students Struggle? • Traditional reading approaches did not use instructional methods that allow all students to become proficient in the “code of printed English and to build a large sight vocabulary” • Whole-word approach: uses multiple exposures to words so the words are memorized

• Three cueing system model: proposes unknown words are read by using context clues, understanding the structure of language (syntax), and by visually recognizing words (recall words based on their appearance) (Kilpatrick, 2014)

45 Addressing the Needs of Struggling Students 1. Administer intervention-oriented assessments

2. Analyze assessment data and apply empirically- proven methods of reading acquisition to address reading deficits

3. Intervene to remediate the skill deficits (e.g., decoding of multi-syllabic words)

46 Addressing the Needs of Struggling Students (cont.)

4. Teach compensatory strategies to successfully engage with text in content area classes (e.g., strategies for reading unfamiliar words, understanding text features and types, extracting the most important pieces of information)

47 Activity 3.1 Kylie cannot read multisyllabic words. Read the following passage and delete the underlined words: • “When explorers from Portugal arrived in Brazil in 1500, as many as 5 million Native Americans lived there. During the 1500s, the Portuguese established large sugar cane plantations in northeastern Brazil. At first they enslaved Native Americans to work on the plantations. Soon, however, many Native Americans died of disease. The plantation owners then turned to Africa for labor. Eventually, Brazil brought over more enslaved Africans than any other North or South American country.” (From World Cultures and Geography (2005), published by McDougal-Littell) Which reading domain needs immediate attention?

48 Activity 3.2 • Shaun can accurately read the passage on the previous slide

• When asked to discuss the events leading up to why the Portuguese needed to enslave Africans, his answer was, “because they needed people to work on the plantations.”

• Which reading domain and skill(s) likely need attention?

49 The Importance of Why • During the School-wide PBIS / Positive School Climate training your team spent time developing a compelling why to share with your staff to support buy-in and consensus for the work • This step is equally important when it comes to layering on the reading components of an integrated behavior and reading MTSS framework

50 Activity 3.3 • With your team, discuss how the compelling why was used in your school to gain staff buy-in for SWPBIS

• What might you need to do differently with the why message for reading based on how it went with behavior?

• Based on what you just heard and reviewed, what might be a good why message for this work? Add this to your MTSS Update

51 4.0 Before, During, and After Reading Comprehension Strategies

52 In Module 4.0, we will… • Briefly review comprehension strategies that should be done before, during, and after students read text

• Discuss the challenges with understanding informational text

• Review compensatory strategies that can be used across core subject area classes to improve students’ understanding of what they read in their classes

53 Framing Comprehension • To ensure students understand what they are expected to read in their core subject area classes there are things that need to be done: 1. Before reading

2. During reading

3. After reading • Some strategies differ depending on text genre (informational vs. narrative)

54 Activity 4.1 • Individually, read the full page slides in your workbook

• Annotate the slides by:

• Placing a circle around the bullet point of strategies that you have used or are familiar with

• Placing a question mark next to strategies that you are unfamiliar with

• With your team, discuss any commonalities and distinctions

55 Adolescent Reading Content Strategy Series • Three strategies that will be systematically used within secondary schools in conjunction with an intervention component to remediate skill deficits

1. SQ3R (also includes passage reading procedures)

2. Text summarization using writing frames and graphic organizers

3. Vocabulary instruction (also includes ways to build background knowledge)

63 MIBLSI Content Reading Strategy Focus • Before Reading: • During Reading: • After Reading: • SQ3R: “S” • SQ3R: “Q” and • SQ3R: 2nd and the first “R” 3rd ”R” • Vocabulary (includes instruction • Text passage reading (includes ways to summarization procedures) activate and use of background writing frames knowledge) as a temporary scaffold for writing high- quality summarizations

64 Use of the Content Reading Strategies • You will seek input from the rest of the school staff in order to draft an implementation plan for the installation and use of the three content area reading strategies

• The implementation plan components are going to be shared with your District Implementation Team • They are focused on making your use of district-supported strategies or programs as easy as possible (barrier-free)

65 Activity 4.2 • Identify key information about before, during, and after reading strategies to share with your staff • Add this information to your MTSS Update slide show

66 5.0 SQ3R Overview

67 In Module 5.0, teams will… • Provide an overview of SQ3R • Identify pre-requisite skills students should have prior to using SQ3R • Review research to support the use of SQ3R

68 SQ3R Strategy

• “Package of study strategies” (Bakken, et. al., 1997) designed to be used with expository (informational) text • Components: • Survey • Question • Read • Recite • Review

69 SQ3R Strategy (cont.) • Considered to be the “grandfather of study strategies” • Lends itself to independent student use compared to other comprehension strategies that require “extensive materials development”

(Huber, 2004)

70 SQ3R Assumptions 1. Textbook authors chose headings that capture the important information within a section of the text 2. Assessment questions will test the information that is prompted by the author’s headings 3. Students are able to turn the headings into questions that appropriately capture the main ideas (Armbruster, 1982)

71 SQ3R Success • The success of SQ3R depends on the following: • Reading ability of students • Practice in each of the strategy components • Prior knowledge about the topic / subject students are reading about in the textbook • Motivation • Identify main ideas • Asking/Identifying relevant questions (Feldt and Hensley, 2009)

72 SQ3R Support • “When students use SQ3R strategies, they retain more information” (Carlston, 2011) • SQ3R engages students while they study, more so than merely reading the text (Feldt and Hensley, 2009) • Although SQ3R is more time consuming than simply reading the text, it is a more systematic approach to understanding text (Feldt and Hensley, 2009)

73 6.0 Defining SQ3R Strategy Components

74 In Module 6.0, teams will… • Define each of the components of SQ3R • Introduce the SQ3R Strategy Checklist

75 Resource: SQ3R Strategy Checklist • Strategy checklist is designed for teachers and students • Teachers use the checklist to introduce each of the strategy components • Students use it to recall the strategy components and to keep record that they completed each of the components

76 Activity 6.1 • Access the document, “SQ3R Strategy Checklist”

• During the overview of each of the strategy components, think about a particular class and textbook that students use in that class to determine what elements of the checklist might need to be contextualized for students

• Make notation of those things on your checklist

77 Incorporating Text Structure • Text structure has been intentionally incorporated into the in the “Read” strategy component • Importance of text structure: 1. Understanding text structure helps readers understand how the author intends to communicate the information 2. If the text structure is identified, then information can be organized based on the author’s purpose 3. Reduces time required to process information (Hebert, Bohaty, Nelson, & Brown 2016)

78 Activity 6.2 • As a team, create a summary of the SQ3R strategy • Add this summary to your MTSS Update as an introduction of SQ3R to the staff • Review who will be attending the upcoming Tier 1 Secondary Content Area Reading Strategy training • Identify if anyone on the SLT will be implementing the SQ3R strategy along with those attending the strategy training • Add the names of those attending and ultimately implementing SQ3R to the MTSS Update

79 7.0 Next Steps

80 In Module 7.0, teams will… • Review potential barriers to implementing Secondary Content Area Reading Strategies • Identify the work of the SLT, including specific next steps to support the installation and initial use of the SQR3 strategy and ultimately additional strategies • Develop talking points for communication with the DIT coming out of today’s session

81 Good News! • Last spring your DIT was introduced to potential barriers related to implementing the Tier 1 School-wide Content Area Reading Model, and were asked to begin addressing these at the district level

82 Activity 7.1 • Individually read through the three potential barriers • As a team discuss which of these has the potential to impact your school’s installation and use of the Secondary Content Area Reading Model • Identify what the DIT has already begun to do to address these potential barriers • Determine what follow-up needs to happen with the DIT to support your SLT and school and record action steps in your MTSS implementation Plan (Item#6)

83 Your Work as the SLT • During Day 2, your SLT will continue adding on to your school-level MTSS Implementation Plan, specifically related to the following: • Implementation decisions made in collaboration with those trained and using the SQ3R strategy • Training and implementation decisions for expanding the use of the SQ3R strategy and for layering on additional content area reading strategies

84 Additional Reading Strategies • Explicit Vocabulary Instruction • Text Summarization using writing frames and graphic organizers

85 Preparing for Day 2 • In order to continue developing your MTSS Implementation Plan you will need to gather input from those teachers being trained in the SQ3R strategy next month • This feedback must be collected after the training occurs but before Day 2 • We’ve provided a list of topics/questions to ask these staff members

86 Activity 7.2 • Review the list of questions / topics you will use to gather input/feedback from the staff trained and using SQ3R • Identify any additional information you’d like to gather to help inform your MTSS Implementation Plan that you will work on during Day 2 • Plan for when and how this information will be gathered and add any action steps to your MTSS Implementation Plan (Items #7 & #8)

87 MTSS Update • Your team has been working on this throughout the day • It will provide both a status update for the full staff and a message to support the “why” and “what” of this work • It is intended to support continued buy-in and collective ownership to accomplish this work

88 Activity 7.3 • As a team, plan for when and how your MTSS Update will be shared with the staff

• Discuss whether or not this MTSS Update should also be shared with other groups (e.g., DIT, School Board)

• Add any action steps to your MTSS Implementation Plan (Item # 9)

89 Pause for Communication

At the end of each session we are going to pause to capture communication that needs to flow up to your District Implementation Team

90 Activity 7.4 • As a team, generate 1-2 accomplishments coming out of today’s session that you want to share with your DIT • If you identified any barriers to accomplishing your work, please be sure to capture those for the DIT as well • Confirm who from your team will be communicating with the designated person from the DIT

91 End of Day Evaluation

92 2 – Part Evaluation

• Retrospective Self Assessment • Feedback on the Session

. . . both using the responders.

93 Scale for the Retrospective Self Assessment Questions 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers.

94 Rate your knowledge / skills / competence for the following items at the end of this training.

95 Retrospective End 1 1. I can define a School-wide Content Area Reading Model.

4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers.

96 Retrospective End 2 2. I can articulate the steps of the SQ3R strategy intended to support student reading in content areas. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers.

97 Retrospective End 3

3. I can articulate the role of the SLT in supporting the School-wide Content Area Reading portion of MTSS framework 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers.

98 Rate your knowledge / skills / competence for the following items at the start of this training.

99 Retrospective Start 1 1. I could define a School-wide Content Area Reading Model.

4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers.

100 Retrospective Start 2 2. I could articulate the steps of the SQ3R strategy intended to support student reading in content areas. 4: I was confident that I knew it and I could apply it to my context. . 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers.

101 Retrospective Start 3 3. I can articulate the role of the SLT in supporting the School-wide Content Area Reading portion of MTSS framework . 4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context. 2: I needed more information and examples to know it better. 1: I had more questions than answers.

102 Feedback on the Session

103 1. Today’s learning was a valuable use of my time.