Planning High School Academic Interventions for Students Identified as at Risk by an EWS Part 1
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Planning High School Academic Interventions for Students Identified as at Risk by an EWS Part 1

– [Voiceover] Good morning, and welcome to the REL Southeast Webinar, Using the Self-study Process to Review High School
Academic Interventions as part of Early Warning
System Implementation. Before we begin, please download
the following documents. There’s a Self-Study Guide that this webinar is based on, it’s available via the following link, and that has been pasted in to the Chat feature of the WebEx Webinar. The agenda is also there for you. So, if you haven’t already
done so, please go ahead and download the Self-Study
Guide and the agenda, and I’ll paste that again into the Web Box in case you’re just coming in. But those links are there for you, and we will be discussing both the Self-Study Guide and
the agenda, so again, if you haven’t had an
opportunity to do that, please go ahead and
download those documents. With that, we’ll go ahead and move forward to our next slide. So today’s webinar’s part of a full REL Lab Program webinar
around Early Warning Systems. This specific webinar is around
Using the Self-study Process to Review High School
Academic Interventions as part of Early Warning
System Implementation. My name’s Kevin Smith, and
we’ll do some introductions in just a moment, but I’ll
go ahead and move us forward. So, if you’d like, if
you have the opportunity, in the Chat feature,
please go ahead and enter your name, your role, and your location in the WebEx Chat
feature, so take a moment, please and enter your
name, role, and location in the WebEx Chat feature. There is a button for
that in the WebEx System. So if you get a chance, please go ahead and enter your name, role and location in the WebEx Chat feature. All right, I see Tabitha
responding, thanks Tabitha. And Terry, really
appreciate you going ahead and submitting that, David, welcome, Sarah, we’re glad to see you here today. We had an intern from a high
school in New Hampshire. We’re really glad you’re here. Heidi, welcome, Holly, Terry. We just have wonderful group of folks from all over the nation joining us. We’re so glad that you’re here, Elizabeth. Thanks for joining us today. And Rainey Knight, one
of our REL Southeast Literacy Alliance members. We’re so pleased that you’re here today. Emily and Ben and Crystal, welcome. Steve, glad to see you. Welcome, Sandy, from the
Georgia Department of Education, one of our Alliance members
in our Improving Mathematics Alliance, we’re so pleased
that you’re here today. All right, so if you
haven’t already done so, please go ahead and feel
free to enter your name, role and location in
the WebEx Chat feature. And we look forward to hearing from you. All right, hi Dana. So I’ll go ahead and I’m
gonna introduce us now. My name’s Kevin Smith. I’m the Research Alliance Manager with the REL Southeast. And I definitely want to go ahead and share with you a little
bit about our presenters. In addition to being the
Research Alliance Manager, I’m also the Improving Literacy
Research Alliance Manager. And this work came from our work with the Improving Literacy Alliance, and we have states who have required high school reading intervention and we have states who’d
like to start providing high school reading intervention, so the work specifically
came from that group. And some of the work from the
Improving Literacy Alliance surrounds supporting and implementing high school reading intervention. So just a little bit of context
about where this is from. Now I’m gonna pass the baton on to my wonderful colleague,
Jennifer Dombek. – [Voiceover] Hi, I’m Jennifer Dombek. I am with the REL Southeast here at FSU, and a lot of my experience is with Reading Language Arts, mainly in
the realm of interventions for reading, so most of the work I’ve done has been with students who
are significantly behind in their reading skills, and
working with those students in small groups develop their skills. – [Voiceover] Excellent, thanks, Jennifer. And Laurie? – [Voiceover] Yes, good morning, everyone. So glad to be with you today. My name is Laurie Lee, and
I’m the Deputy Director with the Just Read, Florida office, with the Florida Department of Education. And I’m also a member of the Improving Literacy
Research Alliance and we are so happy to
have partnered with REL in the effort to bring
research into practice. And I’m very pleased to
be a part of this project. So thank you, Kevin. – [Voiceover] Excellent,
thanks so much, Laurie. And I’m fortunate to
work with wonderful folks like Laurie and Jennifer
in providing evidence-based practices to practitioners
and stakeholders across the southeast,
it’s been just phenomenal to be able to work with
so many great people. Again, if you haven’t had a chance, the Self-Study Guide is
available at the link in the Web Chat feature, and
the agenda is there as well. Any time during the
course of today’s webinar, if you have questions, please
feel free to paste them or type them into the WebEx Chat feature and we’ll be reviewing those
at the end of the webinar and working to provide
responses at that point. So please feel free,
as a question comes up to go ahead and post it, and
we’ll take a look at those at the end and provide responses. There will be time for that at the end. If you don’t want to
post your question early, but feel free to post at any
time during today’s webinar. Okay, so, a few of our goals for today. For this workshop, we want to provide a brief overview of the REL Southeast, just so you know who we
are and why we’re here. We also want to provide an understanding of the Self-Study Process,
and how that might be used to review high school
academic interventions as part of Early Warning
System implementation. We also want to begin initial discussions for planning and reviewing
high school academic interventions as part of district/school Early Warning System implementation. There will be another
webinar in two weeks, on April 8th, this is my plug for that, to talk more specifically
about some of the areas that we found to research have support to be part of this review process. So we’ll go into more depth
on those areas in two weeks, on April 8th, and I’ll have
a different cast of folks with me to help talk about those areas. But just wanted to mention that webinar will be in two weeks and
you’re all, of course, invited and welcome to join that. Then, finally, we’ll solicit
participants’ feedback on this workshop, as soon
as you exit the webinar you’ll be provided a link
to complete a survey. And please do that, because
we definitely like to see if what we’re providing meets your needs and we also like to know what we can do better or differently,
and what other topics you may be interested in for webinars, or face to face events like this. So, without further ado, we’ll go ahead and start our presentation. So again, I’m gonna start
with a very brief overview of the REL Southeast. There are 10 Regional
Educational Laboratories across the United States. They’re all part of the
Institute of Education Sciences, which is under the umbrella
of the U.S. Department of Education, our
specific REL footprint is in the Southeast, which
comprises the states of North Carolina, South Carolina, Georgia, Florida,
Alabama, and Mississippi. So we work with the
state education agencies, and local education
agencies, advocacy groups, parents, stakeholders, across this region. And we often also have projects that have a more national footprint, like this, where we invite people from
all over the United States to find out a little bit about our work and in particular, share
some of the practices and information that
we’ve been able to glean from working with these phenomenal groups across the southeast. Also briefly wanted to
mention one of the products that the Institute of
Education Sciences, or IES, puts out are Practice Guides, and the What Works Clearinghouse actually convenes panels of
experts from across the nation, both practitioners and researchers,
to look at the evidence behind certain practices over, sometimes, the past 20 years or so,
and they work to compile recommendations that they
are able to, basically, define from all of the evidence they found from hundreds or thousands of
studies that they’ve reviewed. And they provide these
Guides that give these evidence-based recommendations
to practitioners for how to approach
different things, at the SEA or at the school level, the state level, again, things that you
might want to include in professional development
or developing the kind of guide that we’ve developed
for this specific webinar. So you’ll see, and we won’t
get into a lot of this today, it comes up in the webinar
we’re to do in two weeks, but much of the evidence
that we’re able to share from this Guide that
we’ve developed come from Practice Guides, and
other studies, but again, much of it’s based on practice gutwork. So we’re glad those are available to you, and just Google IES Practice Guides, or What Works Clearinghouse
Practice Guides and you’ll find all of
them, and they’re on various topics such as
Improving Adolescent Literacy, Effective Classroom and
Intervention Practices. That’s one that, again, we
used to create this guide. Okay, we also offer a
free Ask a REL service. And it’s a reference desk
service that’s available for free for practitioners and
stakeholders from anywhere. Of course, we typically
respond to questions that come in from our area, the Southeast, but if you submit those questions to IES or to the REL Southeast website, we provide reference desk service where we have references
and summaries researched that are tailored to specific questions. Always like to give a good example. A question came in a couple of years back from a friend of mine,
actually, and he said, “All right, I’m a coach at
a school, literacy coach “at a school, the teachers
are always asking me “should the kids read the
question before they read “the passage or should
they read the question “after they read the passage,
when they’re taking a test.” Well, I’m not gonna give you the answer, this is my plug, that you feel free to go and you can also see all of our archived Ask A REL responses on our
website in a searchable database. So feel free to go to
our website and look for the answer to that and
many other questions to try to find those probing
answers that you may have. But also feel free to submit
those questions to us. We love to hear from you. All right, so without further ado, we’ll go ahead and get into
the meat of our presentation, which again, focuses on
Early Warning Indicators. And a lot of work’s been done nationally around Early Warning Systems
and Early Warning indicators and other RELs are doing similar webinars and have provided guides and other work around Early Warning Systems. So what I want to talk
to you today, briefly, is the Big Picture of
Early Warning Systems. So basically, there’s an ABC
to it, as we like to say. The A in this formula is
Attendance, because we know that students who don’t
regularly attend class, fall behind in their
coursework and often see their grades suffer, so looking
at students’ data over time, and attendance can actually
help predict whether students are going to be
successful in high school and beyond, so that’s one
indicator in most of our Early Warning systems
that we actually have an archived webinar from
Robert Balfanz who is an expert in this area from John Hopkins University, that you can preview on our
Early Warning Systems website. The B in this formula
is Behavior Incidents. So similarly, students who
have behavior incidents can indicate that a
student’s disengaged with a school environment and
again, they’re at-risk. So it’s things to look for that might mean that the student’s at-risk. And then the C is what
we’re gonna focus on in the two-webinar series that we have, which is Course Performance. So a number of course failures and overall grade point average obviously correlate with
a student’s probability of graduating in four years. And while it says,
“Early Warning Systems,” most Early Warning Systems
start in middle school or in 9th grade, we
all know that 9th grade is a big transition year and
many students who struggle in 9th grade don’t move on to graduate. So really, most of the
Early Warning System’s work, in particular, focuses on making sure that students successfully transition to high school in their 9th grade year. So a lot of the work that
we’re sharing is of course, applicable in middle school
and later high school, but the focus for most of this work, and many research studies, focus on those transition years, the transition from elementary to middle, and middle to high school, are very important years for students, and again, most Early
Warning System’s work focus on those transition years, and in particular, 9th
grade and high school. Okay, so, a little bit about
our Early Warning System Indicator for Course Performance. We know that students who have
a number of course failures and overall grade point average correlate with a student’s probability
of graduating in four years. So if a student fails a
course, he or she has to make those courses,
those credits, outside of the regular scheduled school
time to stay on track, and that’s hard to do. A lot of schools. But budget cuts have cut
things like summer school. There are virtual options
available for students that some students take advantage of, but they still have to do that in addition to their normal school day. So you know, if a student’s
already struggling with courses, the likelihood
of them being able to take the time to make up credits while they’re currently
enrolled in high school, it becomes difficult, so
again, poor course performance can indicate disengagement
in classroom level as well. It’s definitely something to consider. We know that a student’s
struggle with course performance, the likelihood of them
graduating in time is diminished. So we try to make sure that
our students are having successes in the courses
that they’re enrolled in. So what we’re gonna talk about next week, I should say in two
weeks, are the eight areas as I mentioned that we found from research that should be considered
when you’re planning and implementing high school
academic interventions. Okay, the first part of this, again, we’ll go into much
further detail next week, but the first step is making sure that you identify those
students who are struggling and schedule them into
intervention in a timely manner. Okay, the second part,
or second step, or area of our Guide is making sure
that valid and reliable assessments focus on
vocabulary and comprehension in reading and algebra and problem-solving and mathematics are selected. And again, that can help
make sure that you are placing students accurately
in their interventions. Using a data-driven curriculum, using empirically-proven
practices is important as well, making sure that you have a handle on how these students are
performing in the courses that they’re in, that
there’s progress monitoring that occurring, that you
make sure students are in intervention or in their
regular instruction, there’s a way to make sure
that students are on track and that they’re not struggling. The fourth area, making
sure that sufficient time has been allocated to schedule
and facilitate intervention. Students who are far below
where they need to be in reading and mathematics
would need additional time. So thinking about what that looks like and how to schedule it. Again we’ll have more
discussion around that as we move forward in two weeks around that specific webinar. The fifth area, making sure
that there’s a plan developed to identify, hire, develop and retain the best possible interventionists. Of course, we all know that
the best outcomes in education are around making sure that
the best possible educators are available to work with our children. And that’s something that the guide found, there’s a lot of research behind that, so we want to make sure of course, that we hire the best possible educators to work with our students
who are struggling, and that’s not always the case. So it is very important
to make sure we have our best educators in front
of our most needy students. Area Number 6, making sure
that professional development is established, those
teachers who are providing intervention need the most
support of anyone at your school. It’s really critical
that interventionists, and I’m a former reading coach
who worked at a high school with high school reading interventionists, it’s critical that they
have ongoing support, that there’s someone there
they can go to with questions, from a variety of different standpoints, but that they receive
professional development as well, on best practices for providing
intervention for students. Because it is really hard
work to provide academic interventions at high school level. It is not an easy job at all. I have a lot of respect
for the folks who do that, and again, they need as much support as we can possibly provide to them. Then, Number 7, making sure
that communication happens between, think of a high school. Teachers in many cases are disconnected and middle and elementary
schools, there’s teens, there’s grade level meetings. In high school, we get
away from that a lot, it’s a lot departmentalized, so the same people who
impact the same student don’t often have conversations, but it’s really important to do that, to make sure that you
find a way for teachers who work with the same students to interact on a regular basis. And we know the way scheduling
works at a high school, it’s typically done almost randomly, and there really isn’t
a chance for teachers who had the same students to
work together all the time. So finding a way to make that happen, to get the others to talk about students who have potential issues
is really important. And of course, keeping parents involved, and the interventionist, talking
to the classroom teacher, all of these are really important concepts in terms of communication. Then the eighth area,
making sure that a healthy and safe learning
environment’s established. Sometimes intervention gets
relegated to not so friendly areas for intervention,
we’ll talk a little bit more about that later in this
intervention, excuse me, in this webinar, as well
as in the following webinar that we’re gonna do in two weeks. But it’s just a really important component for intervention that
might get overlooked. So all of these things funneled together into our guide that we wrote, again, it’s the Improving Literacy Alliance, we have phenomenal Alliance
members who were able to provide an incredible job in
pulling this together, for implementing high school
academic interventions, the working document is
developed by our Improving Literacy Research Alliance
and our members helped to Guide intervention
development and implementation. So that’s the reason
the Guide was developed, and that’s why, you know,
we’re hopeful that it will be used for that purpose. So in a Big Picture, that’s all the areas that are going to be discussed. Today, we’re gonna focus
much more specifically on the Self-Study Process in general. So we’ll talk more about
that in just a minute. So, a quick introduction
to the High School Academic Intervention Self-Study Guide. Like I said, a working
document was developed, and the purpose of it is to bring together maybe state leaders, district
leaders, school leaders, or all of the above, to look at how intervention
works in your state, in your district, at your school, and think about all those components, bring your team together
to really work together to find a way to make
sure that it’s supported as well as it can be. We know that academic
intervention can be implemented, it is implemented, at any grade level, focusing at the high
school level’s critical because it’s often a student’s last chance to become ready for the academic demands of post-secondary education and careers. If we lose our students
in 9th and 10th grade, they really struggle to
find the type of job that would provide wages to
support them and their family. So it’s really an important,
huge opportunity for us to support students early
in the high school realm. So I see a couple of
questions coming up about, “Will the PowerPoint be
available after today’s webinar?” Absolutely, we will be sure
to send the PowerPoint out as a link with an email after the webinar. We’ll be glad to do that, so thanks so much for mentioning it. Okay, so with that, Laurie’s
gonna talk a little bit about how high school academic
interventions have worked, especially in the reading
world, in Florida, and why this guide might be beneficial. – [Voiceover] Okay, certainly in Florida, and our office is supportive
of all things literacy throughout our state, but
we’ve had some changes in legislation in the
last couple of years. For a number of years,
legislation required that students that scored at Level 1 or Level
2 on our state assessment, and those are the lowest levels at which a student can score, those students had to
receive reading intervention, whether it be an attentive reading class or it be in a content area class. Last year, during the legislative session, that language was removed from statute so it is no longer required in Florida that our districts provide
reading intervention at any specific sort of manner. We like to stress that
flexibility with responsibility so now our districts have the flexibility to serve the students as they deem best, but the responsibility
is still there for them to develop college and
career ready young people. And so a guide like this
becomes especially important as the districts now begin to evaluate what they’ve been doing in
the past, if there’s anything that they can and should do differently, and what the data suggests to them what that process might
look like in the future. And so that change in legislation has greatly provided that
flexibility that also then the need for a guide like
this where those districts and schools can engage
in that self-reflection and evaluation, moving forward. – [Voiceover] Excellent,
thanks so much, Laurie. So, a little bit of
context about, you know, development of the guide
and how it might be helpful for those in use in states. And I know my friend, Rainey’s
on from South Carolina. They’re in the process of really building high school reading intervention, which occurs in a lot of places, but it’s not the same everywhere, so this guide might help districts and I’ve done a little work with one of the districts there, thinking about those areas
that are important to consider as they’re building their first work, broadening the type of interventions that they provide across their states. So again, just something to consider. Okay, as we move on to the next slide, I’m going to again, post the links in, in case you haven’t had
a chance to pick up, especially, the Self-Study guide, ’cause I’m very briefly going to provide a Big Picture Overview of the guide, and some of the components within it. So the guide itself was
developed to help districts think about what baseline
information may be helpful as they are planning interventions. So what data should we be
collecting, as a group? What should we really be thinking about? What are some guiding
questions to consider? Then of course, prioritizing their needs, “What should we look at first? “What’s really important to consider? “What are things that, yes,
they’d be nice in the future, “but we absolutely need to do right away?” So that’s part of the guide, as well. Then, gathering
progress-monitoring information. So, maybe you’re already
implementing intervention. How should we review this? How can we make sure what
we’re doing’s effective? And then of course, the whole evaluating the implementation of what you’re doing. So, a quick overview of the guide. Pages 1 through 6, which
we’re gonna focus on today, is really the introduction. And it talks a little
bit about the Process. So as I’m looking through the Guide, Box 1 on Page 5 really gets nice overview of the steps it would take to conduct a whole Self-Study. And really, how much
time it might take to do each of those things, as well. So we tried to lay that
out as clearly as we could. Now, I’m gonna flip past the guide. The guide’s broken up
into those eight areas I briefly discussed earlier,
with guiding questions, and possible sources of evidence. At the end of this, on Page 21, we’re gonna focus on that as well, it’s the consensus rating form. So today we’re talking about the Process. So the Process would be,
Jennifer will get into this very specifically in a
moment, assembling your team, and then having them rate, individually, and then come to a consensus. So the consensus rating
form is on Page 21, again, we’ll be talking about that today. And then the last document
I’m gonna talk about briefly is the Planning Next Steps form, which is where, after
you come to consensus on how you would rate yourself
on each of these areas, what are the Next Steps you want to take, how do you prioritize
what you should do next? Then at the end of this
document’s appendix, it has annotated, basically,
is an annotated bibliography that has all of the sources,
quotes from all the sources that we pulled from when
we were creating the guide. So that’s a very brief and quick overview of the guide itself. And now Jennifer is
gonna talk a little bit about some other guides that we developed. – [Voiceover] Okay, so as Kevin mentioned, we have developed several guides
here at the REL Southeast. We have the Early Literacy
Interventions guide, we developed this Summer
Reading Camp Help Study guide, helps third graders, and
also now this High School Academic Intervention guide. So when I go through the following slide to discuss the process
a school or district would need to take to sort
of get things up and going and using the Self-Study Process, I’m doing so from a perspective of, regardless of what specific
guide you’re using, you’d still have to
follow these same steps. I know in some districts,
someone who oversees literacy might be dealing with K through 12. So for them, these steps would be relevant regardless of what grade
levels you’re working with. So again, the Self-Study Process is using a guide with
predetermined areas of focus and questions to collect,
share and discuss data that relates to the area being studied. You would assemble a team
of relevant individuals who are knowledgeable in the
specific area you’re studying, in this case, high school
academic intervention. And as I move forward, I
know Kevin mentioned time, how much time these things take, and that’s often critical
at districts and schools. So it’s really important
to have yourself ready as the person running
the Self-Study Process, but also the team so that
you’re not, you know, you don’t want to waste anyone’s time. And you want to make sure
that when you get together for discussions, you’re
optimizing that time. Okay, so when I think about
the Self-Study Process, I have two over-arching goals in mind. One is, the goal is to
reflect about your current strengths in planning intervention or implementing your intervention. And the second is, identifying areas where improvement is needed. And again, this is done as a team. And we’ve prepared a few visuals for you to help you see the process,
the step-by-step process, you go through either at a
district level or school. So the very first step
in the Self-Study Process would be identifying a Facilitator who is knowledgeable in several areas. You want them to have an understanding of best practices in
academic intervention, but also the policies around intervention for your district,
state, and understanding of the Self-Study Process, how this works. Can they lead a team well? Can they help bring people together to move forward with
the Self-Study Process? The second step would be to
identify the Self-Study team. Depending on the district or school, this team could look quite different. Some people who might be on that team would be classroom or
intervention teachers, instructional coaches,
guidance counselors, school administrators, or district admins, but also chief academic officers. So it really depends on if
this guide is being used at the school level or district level. But a couple of things to keep in mind is you want to think about
the people who would be directly involved in the process. People who would be
impacted by the process. For example, a classroom
teacher who may not be delivering intervention,
but are students removed from their classroom to
receive an intervention? That classroom teacher would probably be very interested in knowing what is happening with their student when they’re removed from the classroom. So while they may not be
delivering the intervention themselves, it might be
important to have a teacher representing a subject area or grade level involved in that process. And of course, you want the
team to be knowledgeable in academic intervention. You want this team to be
vested in the process. And you need a team of
people who are willing to work together and if you
assemble a really great team, with all of the relevant personnel, you will have buy in in
whatever decisions are made. And then the third step is,
the facilitator would need to collect relevant data
and source of evidence. So this becomes critical
when we talk about time. What you don’t want, is to
gather your group people together and start looking
through the guide and go, “Oh, we need that piece of information “in order to answer these questions.” So you really need to
think at the district or school level, what
type of data would I need to help this team move forward and rate ourselves on our
implementation or planning? It might be as simple as
just having school schedules, intervention schedules,
student assessment results, you might need some more complex plans, like literacy plans for your school, meeting notes from planning meetings, and maybe teacher-student surveys you’ve used in the past. But again, you want to really think about your district or school
and all the information your team will need to
help answer the questions about your planning or implementation. Okay, so again, when we
talk about the facilitator, this person is leading the entire process. We want to ensure this person
has a good understanding of the whole process, because again, we want to make sure everyone’s
time is utilized well, and that the people on the team are getting good guidance
from this facilitator. Okay, so this next
figure shows the process you’d have to actually go through when you’re conducting actual Self-Study. And again, this process would be used for any kind of Self-Study, regardless of the specific
areas in the guide. So the first step is, the
facilitator would Present the Overview, and allow the
team time to Review the guide. You want to make sure your
team is all on the same page. You would want them to review
each area of the guide, make sure they have an
understanding of each area of focus and allow them time to
ask questions so that when it’s time for them to rate
these areas independently, they know what they need to do. The second step is when
the individuals on the team do Individual Ratings of each area. And I want to stress that
they’re doing it independently. And the reason why you
really want these ratings done independently with
each member of the team is because everyone’s coming from a very different perspective, whether they’re a classroom teacher, an administrator, a literacy coach, they have a lot of
different things in mind when they think about
academic intervention. So you really want to
make sure these ratings are done independently, so
that you are representing everyone, point of view
who is on the team. And in doing so, the
team would need to review that data that the
facilitator has collected to help answer some of their questions. You know, the 9th grade reading teacher who is on the team might
not know what’s happening with the schedules for 11th
and 12th grade reading. But it might be relevant for them to know in terms of rating their
school’s overall implementation. So having all that information
available for everyone on the team is really
beneficial in ensuring people are answering these questions
to the best of their ability in rating their implementation. The next step is the Consensus Rating. So at this point, the entire
team has independently rated each area on the guide, and
the facilitator is going to guide a Consensus Rating process. So the point of this is to
ask, “Where does everyone “stand on their opinion
on how we’re implementing “or planning for this area in the guide?” And, “What do we all agree on “so that we can move forward,” or “Where do we disagree,
and let’s discuss that, “so that we can make
a plan to move forward “that we can all be comfortable with?” Step 4 is Planning Next Steps. So here is really where you hone in on, “Okay, what are we going
to do, let’s prioritize.” You want to make this
realistic for your school, you want to set achievable goals, so identify two to three
priorities for action. You want to ask yourselves, “Where do we see areas “that have the most improvement needed?” But also, “What is the
most feasible for us?” So you would complete a
detailed plan as a team for your Next Steps, it
would be based on urgency, again, where is the most
need, and feasibility? – [Voiceover] So I’m gonna
talk a little bit about the consensus building process, because we’ve done this pilots, and I actually used another guide with a large group of
educators in Mississippi. So in doing that, as Jennifer mentioned, you really get some great conversations when you’re going through
the Self-Study Process. And it’s important, as
she mentioned, to bring in folks from different levels and
with different perspectives. For example, when we piloted a job before, we had some district leaders,
and school-based leaders, so the district literacy
supervisor, for example, and the principal of the
school, along with teachers and coaches and when they
went through the school environment, for example,
for intervention, one of the areas that
was listed in terms of school environment was rated
very high by the principal and by the district
personnel, and it was around making sure that the
area that was selected, or the room that’s
selected for intervention was appropriate for interventions. The principal and the district both said we have assigned areas for everyone, we provided a kidney
table for small groups, and you know, it’s functional for them. When the teacher and coach
came in with their ratings, that were much lower, they had
a conversation around that, and said, “Yeah, we have an area developed “but for example, one of the interventions “was provided in a hallway.” Which, while it was
space that was available, because the school was really cramped, and it was the best they had to offer, it was not conducive for intervention because it’s a high volume area, there were students coming by, and students involved in intervention, these students in particular
were very easily distracted. So that’s something to consider when you bring all team members together, they can think about issues like that, and they could talk about where, “Yes, you provided an area, “but it may not have been the
best area for intervention. “How can we fix this?” So they were able to go
on and plan Next Steps and talk about another area
that they had in the school that would work better for intervention. So that’s just a quick example of that consensus building
and how it really can help lead to that planning Next Steps. And Laurie was gonna
provide an example, as well. – [Voiceover] Certainly,
as we were out and about this past summer, we visit
our Summer Reading Camps in our state, and in more than one place, we saw students that were
engaged in a computer lab with technology, which is
great, we encourage that, and that’s part of their
Summer Reading Camp plan, is that access to the technology. However, while students
were in the computer lab, their teachers with
instructional expertise, were simply circulating,
making sure that students were engaged in the
program on the computer. And when we visited with
folks after the visit, we asked them guiding questions, enabling them to reflect
on that, speaking about, “Is that the best use of
their instructional expertise? “Could not we have had a
small group being conducted “in the computer lab, with
a table back to the side “so our teachers could have
been engaged in instruction “with a small group of
students at the same time “other students were working
with the technology?” So again, the technology was provided, there was a computer lab there, students were engaged with it, but was the use of the
instructional expertise, those teachers in the room,
the best that it could be? So again, some different
perspectives certainly came into play as we
reflected upon that practice. – [Voiceover] Excellent,
thanks so much, Laurie. So we mentioned this, about consensus, we were just talking
about a couple of examples of the importance of consensus building and bringing in those different levels by individual team members,
the Individual Rating, and then the facilitator
discussion around those. It really is important to consider as you’re thinking about the context of how academic
interventions are provided. So we talked a little bit
about planning Next Steps as well, and the importance
of planning Next Steps is that idea that you prioritize based on the strength of evidence. And like I said, the guide is developed and has a lot of evidence
around both providing math intervention and
literacy intervention, at the high school level in particular, and so thinking about,
“Where’s the strength?” And, “What really do we need to focus on? “What does the evidence say?” Because in many cases, again, having worked in schools
for well over a decade, in many cases, it’s
decisions that are made from a practical standpoint, which is an important consideration, but there may not be
evidence base to support it, so you know, our guide
is based on evidence, so it might provide helpful insight into the things to consider. As Jennifer mentioned,
reviewing those consensus scores that show that need to develop or improve, and looking at those two
or three top priorities for action planning,
that not only are urgent but are actionables, so
that’s important to consider as you’re moving forward. And also, the other side is
thinking about challenges. Because we all know, as
you start making changes, you’re gonna run into other,
unanticipated challenges that are gonna come up,
that’s another reason it’s important to bring in
a team of various members. Because they’ll be able to
think about those challenges. If you’re moving forward and
it’s a technology change, not one like Laurie mentioned, but you’re adding a technology component, it’s really important to make sure that your network administrator
at the school’s on board, if you have new logins
that are coming into play, there are a lot of different
components to consider as you’re making all of these changes, as you’re making a discussion
about how to move forward. So it’s just important, again, to bring together your team, and that you have insight
from all the different areas that would be impacted by this. So, Laurie’s gonna talk a little bit about a Self-Study Process in
Florida, and what they’ve done, and how they might use this
guide with their districts and schools across the state. – [Voiceover] Okay,
certainly, our district K-12 Comprehensive Reading Plan is a plan that we’ve implemented here in Florida for a number of years. This is the plan that’s
required by legislation. Districts submit a plan that
details their instructions, and it details assessments that districts will administer to their students, student placement protocol,
instructional practices, many of the areas of focus
that are incorporated in this Self-Study guide that
we’re talking about today are included in our K-12 Reading plan, and that plan is tied
to funding in our state. It’s the responsibility of our office to review those plans,
and then approve them, enabling our districts to receive funding. And we know that, as we’ve
been talking about it, extensively this morning,
how important it is to have a diverse team of
folks gathered together, not only to engage in a Self-Study Process with this particular guide, but also in the development
of our K-12 Reading Plan. It’s really important
that we have those variety of perspectives at the table
as they formulate their plan. We also encourage Reflection
from the previous year as they consider drafting and submitting their plans for next year. So that Reflection is
very much at the forefront as they plan for the upcoming school year. We’ve provided some
tools for our districts and our schools and even
down to the classroom level to help them do that, this guide, again, is gonna be a very important
tool for our high schools as they consider their practice in serving their high school students. We had the same legislative
change for middle school, so I can see this tool being valuable for our middle school folks as well. Part of what our office does is we provide technical assistance, which
is largely in an effort to help our district’s Self-Study. And so when they call us, they may call us and ask us questions
about legislative changes, or legislative requirements, and we’re glad to share
that information with them, and they’re obligated to follow the law. But how they do that
is largely up to them. And so when it comes to
instructional practices or the assessments they’re using, or the curriculum they’re using, those are all local decisions. But we like to ask some guiding
questions that help them to reflect on their practices
and on their materials, and on student placements
protocol, et cetera, to help them really reflect
and decide for themselves if what they’re doing is
best for their students or if some changes need to be made. So again, this guide is so detailed and so systematic, it will be a great tool for our folks to use to aid them in that self-reflection and
that Self-Study Process. Also in our state, I mentioned
the visits that we made to Summer Reading Camps for
our elementary level folks. We also do that to help
support our districts in the implementation of
their K-12 Reading Plan. And so, those visits
take place in the fall, and this past year, we
visited about 30 districts, almost half of our districts in our state, with the whole idea, and
the whole emphasis on, support and really on Self-Study. And so we spend the day in a school, we speak with district level folks, and oftentimes at the school, there’s a representation
basically of the team, the district level folks
involved with the plan, the school level folks,
perhaps the principal, the Reading coach, some teachers, our representatives from ESC, from ELL, all of those groups typically are with us as we visit before we visit classrooms and also after we spend
time in those classrooms. And the whole day is really centered around Self-Study and Reflection. For instance, we visited
one county this past summer and as we asked questions
and as we spent time in classrooms, and as we took
time at the end of the day, it was clear that in the
district and in that school, they were administering a
great number of assessments. And so we went through,
and they kept listing them, and afterwards, the questions were, “What do you use that data for? “And how do you use that? “And is that a good use of the time “that you have with your students?” And as they began and worked through that Self-Study Process, even
while we were in the room, they came to the conclusion
that they really should eliminate some of those assessments, because they were not using the data, and they had assessments
that were duplicates. So those assessments that
collected the same information just in a different way,
and so while we certainly didn’t require, mandate,
that they do that, we were glad to lead them
through that process, where they could come to that conclusion that that was best for the
students in their district. So, the entire process of
the site visit is very much in an effort to promote
Reflection and Self-Study. And then finally, the use
of the Self-Study data, this is hugely important. There’s no reason to go
through this entire process and spend a great deal of time involved in Study Guide and gathering
your folks together and all of the resources you need to do, to have, to do this properly, if the data is not going to be used. And so, we encourage our folks, as they engage in this process, and they make those determinations about what Next Steps should be, is to have their calendars
in front of them, and not only determine those Next Steps, but determine a timeline for implementation of those Next Steps. So, good intentions don’t
get lost in the shuffle of every day school activities and all of those things that, they say, “Life happens,” and it certainly does in our
districts and our schools. And so we don’t want to lose focus and so if our calendars
are marked, that helps us definitely to make sure
that we are taking steps to make sure we’re implementing those Next Steps based on that data. So that’s pretty much how
our Self-Study Process goes here in Florida, especially related to our K-12
Comprehensive Reading Plan. And as we reflect on
how to better support, this is certainly one tool that we’ll provide to
our folks in an effort to help them do better with this process. – [Voiceover] Excellent,
thanks so much, Laurie, for giving that great
example of how this process works in your state and
just to follow up with that, on the importance of making
sure the right team is there, I used a similar Guide with
educators across a state earlier, but last year,
and it went really well. Issues that I found that came up, however, in some cases, is a
superintendent or assistant superintendent really
was the decision-maker on some of the processes,
and even at the school level, like what assessment they’re gonna use, or how many teachers are gonna be available to provide intervention. So sometimes, even if it’s
done at the school level, it’s important to make sure that those policies or the resources, there’s an understanding
for how that’s gonna work from a district perspective. So you might want to use this Guide, if you’re at a district level, at a principal’s meeting
or if you’re a principal at a school, bring it
up for an agenda item for a principal’s meeting
because in most districts that are at least medium to large size, there are principal meetings
that occur once a month it would help to bring
a Guide like this to one of those meetings,
say, “Let’s talk about, “from a district perspective,
how are our resources “gonna be allocated for
high school intervention?” Or how many FTE that we’re
gonna have to provide intervention for math or reading
at the high school level? And the same thing at the state level. It might be good to
share a tool like this, as Laurie mentioned, with
your district Reading or Math supervisors and
say, “These are things “to consider as you’re working
with your district team.” To consider how to implement
high school academic interventions and at the school level. Like I said, it’s very actionable because things are happening
at the school level. It’s just important to make sure that all the different team
members who are important to this process are on board and that ultimately the decision-makers
are in agreement, and understanding for what,
the data that’s available, what needs to happen, what can happen. Okay, so now is the time
that we want to open it up for any questions, so you
have the Chat feature. I’ve seen some Chat information added. Thank you all again for introducing yourselves at the beginning. So now’s the time if you
have questions to go ahead and submit them through the Chat Box. And we’ll be glad to answer
any questions that you have. So I’m gonna mute us for a few moments, while you guys type your questions in. So go ahead, we’ve got
plenty of time left. Enter any questions that you have, and we’ll be glad to respond to those. As I mentioned, feel
free to add any questions that you have at this time. I’m gonna go ahead and
just mention Next Steps, so that you have that, oh
I see a question coming in. What are the different ways that a school could monitor progress
within an intervention to assess its effectiveness as part of an Early Warning System? That’s a great question. We’re actually gonna talk
about that a little bit on the webinar next, but
I’ll talk about it now if you don’t mind. So most interventions that are available, whether they’re for reading or mathematics at a high school, or
science, really anything, have progress monitoring built in. They could be curriculum-based measures, or there could be alignment to a separate progress monitor that you
have for those students. So, to give an example,
in Florida, we have an available progress monitoring
system for students in Grades 9 through 12
in reading, that students have, that districts and
schools have access to. So certainly they could look
at that progress monitoring data which is provided,
I think there’s three assessment windows, so
district or a school could look at how students are performing. And certainly the
intervention teacher could look at how students
are performing on that progress monitoring
assessment, then like I said, within the interventions, in many cases, there’s an ongoing progress
monitor that’s available once a week or once a month,
it depends on the intervention. But the teachers could check data on. Anything else to add to that? – [Voiceover] The
progress monitoring within the intervention itself
is gonna reveal whether the student is mastering
those skills that they have been taught, and then
that Big Picture progress monitoring in our state,
the system that’s available is a progress monitoring
tool that’s available three times per year, and
that’s kind of an overall picture of their literacy skills. Are those skills overall improving? So, the three times a year’s Big Picture, and then the built-in to
whatever intervention program provides some more specific
information regarding whether the student is
really mastering those skills which he or she has been taught. – [Voiceover] Yes, Jennifer? – [Voiceover] I just
wanted to add to that, in addition to having this
progress monitoring data, so that we can look at how
students are responding to this intervention, also,
having someone in place at the school, maybe
it’s a Literacy coach, that can conference with
these intervention teachers, or classroom teachers that
are providing intervention, because there might be more
to what we need to know about the students than
just what’s reflected in their progress monitoring assessment. There might be some behavior difficulties the teachers are having
with students during interventions, and that’s
when this ongoing support comes into play, that
Kevin mentioned, as well. So, looking at the Big
Picture, in addition to the actual assessments
the students are taking, behavior and structure
of groups, things of that nature, because the
teachers doing interventions need support as well so they
feel that they’re effective. – [Voiceover] That’s a great point, and we’ll talk more about
that on our next webinar. We’ll actually go into pretty
good detail about that. But one other quick point I want to make, is in terms of qualitative
data, talk to the students, talk to the teachers, talk
to the classroom teacher who’s teaching English or
Mathematics to these students, talk to the interventionist
at the end of the year. Really try to talk to
the students and see how is this working for you, is this providing the kind of support that’s
benefiting your coursework? Do you see application back
in your English or Math class, it is important to
talk to them, and make sure of course, monitoring their
grades is important too, that’s a part of this as well. It’s really important to talk to the folks who are doing this, and
see how it is working. Do we need to better
align what’s happening in intervention with what’s
happening in your classroom? Those are the kinds of questions I think that will help you also from
a qualitative standpoint. See, what do we need to improve? Because data’s important,
it’s one aspect to look at, and it’s a really important
aspect to look at. But really having those
conversations with folks about how it’s going,
particularly the students, it’s important too, high
school students will tell you often more than you want to know. But they will definitely
share how it’s going and whether what they’re
doing is beneficial or not. One other question that’s come up. What are some resources,
for example, websites, for participants to find
information on high-quality secondary reading interventions? What a great question to ask. There are two different
sites I’m gonna talk about real briefly, one is
What Works Clearinghouse. And What Works Clearinghouse does reviews of academic interventions,
that’s really a large part of what What Works Clearinghouse
does, doing what works. So you can actually search
for interventions that have effectiveness and they will
provide the level of evidence, effect sizes, they really
provide a review of studies that have been done on
different interventions, including high school interventions. A little plug for us, as
well, the REL Southeast did a review of high
school, really secondary, literacy interventions
that should be coming out this year, so keep an eye
out for REL Southeast. Our products that come
out, it’s under review right now, but we have
conducted a study of reviews. Jennifer and I were
part of the team members who did the reviews of that,
what was it, since ’94? Yeah, about the last 20
years or so, for, it’s only Literacy, we did not look at Mathematics. But looking at Literacy
Intervention studies over the last 20 years. Another site that I’ll
talk about, there’s the National Center for
Intensive Intervention. They also have reviews of
progress monitoring tools that you could use, as well
as work with intervention. So that’s another good site to look at, the National Center on
Intensive Intervention. Just Google it, you’ll find it. They’re a really good site. And What Works Clearinghouse. Two sites that specifically
I recommend to look at for finding more information
on effective interventions that are used at the high school level. Well, those were great questions. We really appreciate those coming in, and we’ll give you another minute. For any last-minute
questions that come in. While we do that, I do want to mention, like I said, our next
webinar where we will get into the weeds a
little bit of some of these questions that come up
with how implementation and planning for intervention occurs, will be in two weeks, on April 8th, and I’m gonna have a couple
of different educators, both at the district and school level, to talk about how they plan for, prepare, and review their interventions in terms of high school
academic interventions. So I’m excited to be
able to bring together a team of folks who work at the district and school level to
talk about interventions and how that’s implemented
at high school level across, it’s actually
two districts in Florida and Central Florida, so
looking forward to having that team on board to talk about
what each of these areas looks like, so we’re
really getting into some specifics about the evidence
that supports these areas as well as some information
about what it actually looks like at the school. We provide a little bit
of insight, but Laurie and Jennifer and I, all
three of us, about some issues that come up,
again, today’s webinar was more focused on the
Big Picture of how do we work with Self-Study, how
do we consider doing this, when we wanted to either
plan for, or implement our high school interventions. We really appreciate you taking this time to share with us, and when
you do complete the webinar, when you close out your
browser, you’ll be directed to a survey, again,
please if you would like, fill out the survey, it
definitely helps us know how this was helpful for you,
what we could do to improve, and things that you’re
interested in knowing more about in the future. All the questions that we
want to know more about from you, and again,
want to take this moment to thank you guys for taking
the time to spend with us. If you have other questions, if you want any kind of follow-up, please feel free to email me. My email address is at
the bottom of the slide. [email protected] And I’ll be glad to farm the questions out to my colleagues or answer
the questions if I can. Also you can submit an Ask A
REL, as we mentioned earlier. Feel free to do that, and we’ll provide, and I may even submit
it, if it’s a question that is appropriate for
Ask A REL, I may submit it directly there, but feel
free to contact us any time. We really appreciate you, again,
taking the time to be here. We’re glad to support you
in any way that we can, and thanks so much for
your very nice comment. We appreciate that, again, that’s an infographic that
will be on our website. Someone mentioned they liked the slide on how complex this work is, it really is, that was shown at the beginning. That’s actually from
a separate infographic that the person who’s running
this behind the scenes David Archer created, that
will be on a whole website that we’ve developed for
Early Warning Systems at REL Southeast, it’s also part of the PowerPoint slides
that we’ll send you. But again, feel free
to contact us any time. I can’t say how much we
thank you for being here. And with that, we’ll go
ahead and close it up. Have a wonderful day, and weekend. Thanks again. Bye bye.

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