RESPONSE TO INSTRUCTION AND INTERVENTION – RTI2

TIER ONE

RESPONSE TO INSTRUCTION AND INTERVENTION – RTI2

TIER ONE

Bruce L. Mims, Ed.D.

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Agenda

Overview and Refresher from August Conference Understanding Universal Screening and Initial

Identification Delivering Quality Teaching of Core Programs

with Differentiated Instruction & In-Class Monitoring

Using Standards, Benchmark Assessments, and Data for Reteaching and Identification of In-Class Interventions

Identifying Professional Development Considerations and Using PLCs Effectively for Tier 1

Providing time for teams to begin planning for site implementation

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Schools do make a difference. Ron Edmonds, Lawrence Lezotte, Wilbur

Brookover, Michael Rutter on Effective Schools All children can learn! Schools control the factors assuring that

students master the core of the curriculum.

Robert Marzano, What Works in Schools (2003) “An analysis of research conducted over a 35-year

period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.”

Douglas Reeves 90─90─90 Schools

Reading Statistics

5% of children learn to read effortlessly

20-30% learn relatively easily once exposed to reading instruction

For 60% of children learning to read is a much more formidable task

For at least 20-30% of children, reading is one of the most difficult tasks that they will have to master.

For 5% of students even with explicit and systematic instruction, reading will continue to be a challenge.

MacKenzie (2000)

Research – MS and HS

Approximately two-thirds of eighth- and twelfth- grade students read at less than the “proficient” level as described by NAEP (National Institute for Literacy, 2006).

Approximately 32 percent of high school graduates are not ready for college-level English composition courses (ACT, 2005).

Over half of adults scoring at the lowest literacy levels are drop-outs and almost a quarter are high school graduates (NCES, 2005).

Approximately 40 percent of high school graduates lack the literacy skills employers seek (Achieve, Inc., 2005).

U.S. drop-outs’ literacy skills are lower than most industrialized nations, performing comparably only to Chile, Poland, Portugal and Slovenia (OECD, 2000).

A full 70 percent of U.S. middle and high school students require differentiated instruction—that is, instruction targeted to their individual strengths and weaknesses (Alliance for Excellent Education for the Carnegie Corporation of New York).

For all students to learn, we must

Start with highly effective, research-based, differentiated core instruction.

Systematically identify students who are not succeeding in our core program.

Provide these students additional time and support until they learn.

RTI Framework

A system that: Provides high-quality instruction and

intervention matched to student need Monitors progress frequently to make

decisions about change in instruction or learning goals

Applies student response data for making important educational decisions, including determining special education eligibility

(Adapted from National Association of State Directors of Special Education, 2005)

Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:Intensive

Interventions

Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:Intensive

Interventions

Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:

Intensive Interventions

Academic Systems Behavioral Systems

1-5%Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• High intensity• Of longer duration

1-5%

Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• Intense, durable procedures

5-10%

Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency• Rapid response

5-10%

Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency• Rapid response

80-90%Tier 1: Universal Interventions• All students• Preventive, proactive

80-90% Tier 1: Universal Interventions•All settings, all students• Preventive, proactive

Students

Three Tiered Model of School Supports

TIER 1BENCHMARK RETEACHING IN

STANDARDS-BASED CLASSROOM LEARNING

Decreasing

numbers of

studentsD

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students

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Incr

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Inte

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Inte

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Pyra

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TIER 2STRATEGIC INTERVENTIONS/

NEEDS BASED LEARNING

TIER 3INTENSIVE

INTERVENTIONS

TIER 4SST DRIVEN LEARNING

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Why adopt an RTI model?

Because 34 CFR 300─306(b) tells us a child shall not be determined to be a child with a disability if the determinant factor is

Lack of appropriate instruction in reading (as defined by NCLB)

Lack of appropriate instruction in math

Limited English proficiency

Rather than a focus upon identification and placement, we needed a focus upon student outcomes.

Do we really believe that: All students can learn? Effective instruction in general education is

foundation for all decision-making? Data should guide decisions regarding core,

supplemental and comprehensive instruction/interventions?

Infrastructure for core, supplemental and comprehensive cycles must be evidence-based and integrated?

Core Principles17

ALL students are part of ONE proactive and responsive educational system: Belief that we can effectively teach ALL students Belief that ALL children can learn Belief that failure can be avoided with prevention,

stopped with early and effective intervention Belief that early indicators of future problems are

identifiable Use of ALL available resources to teach ALL

students Belief that all students are everyone’s

responsibility ACSA-CASP RtI Project 2008

RtI2 Core Principals18

The BIG Ideas of RtI2

Decide what is important for students to know

Teach what is important for students to know

Keep track of how students are doing Make changes according to the

results you collect

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Thoughts to Rememberfrom the Kennewick School DistrictThoughts to Rememberfrom the Kennewick School District

“You can either fight assessment or embrace it. However, you cannot be a high-performance school without embracing assessment.”

-Dave Montague, Principal Washington Elementary in Kennewick, WA

“Students who are behind do not learn faster than those who are ahead.”

-Lynn Fielding, Board Member in Kennewick School District, WA

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Perhaps the most important change in thinking that is needed to move all

students toward proficiency in basic skills is framing ALL achievement problems in terms of variables that

teachers control.

Perhaps the most important change in thinking that is needed to move all

students toward proficiency in basic skills is framing ALL achievement problems in terms of variables that

teachers control.

Thoughts to RememberThoughts to Remember21

UNDERSTANDING UNIVERSAL SCREENING AND INITIAL IDENTIFICATION

Rita Mitchell

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Rtl Universal Screening

Refers to a systematic process of detecting a subset of students from the entire student population who are struggling and are at-risk for experiencing a range of negative short- and long-term outcomes

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Goals of Screening

Fast, efficient, and respectful

Include all children and youth of interest

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Universal Screening Outcomes Reduces discretion in teacher referral

process

Each student identified must be served

Assess prevalence and build systems to match needs

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Universal Screening Outcomes Process of finding the right customers

Decision Making Rules Core, strategic, intensive tiers Using cut scores

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Cut Scores for First GradeCascade Union Elementary School District

FIRST GRADE

Grade Level Universal Screening Edu-soft-Data Management System

Cut Score for moving from

Tier 1 to Tier 2 (Learning Center)

Cut Score for moving fromTier 2 to Tier 3

(Intensive Intervention)

Interventions

First Grade Universal Screening •BPST • Phonemic Awareness • High Frequency • Text Fluency

BPST Baseline: <24 Tri 1: <37 Tri 2: <47 Tri 3: <57 Phonemic Awareness- Tri 1: <17 Tri 2: < 21 Tri 3: <27 High Frequency Words Tri 1: <16 Tri 2: <55 Tri 3: <85 Text Fluency Tri 1: <N/A Tri 2: <N/A Tri 3: <39

BPST Baseline: <16 Tri 1: <18 Tri 2: <24 Tri 3: <32 Phonemic Awareness- Tri 1: <12 Tri 2: < 16 Tri 3: <20 High Frequency Words Tri 1: <7 Tri 2: <20 Tri 3: <40 Text Fluency Tri 1: N/A Tri 2: N/A Tri 3: <20

Tier 1 Core-plus Supplemental Materials Differentiated Instruction SIPPS 1 Tier 2 Differentiated Instruction Supplemental Researched base materials approved by CDE For example: • Sounds and Letters • Phonics for Reading • Language for Learning • Saxon Phonics -PALS

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Cut Scores for Fifth Grade

Cascade Union Elementary School District FIFTH GRADE

Grade Level Universal Screening Edu-soft-Data Management system

Cut Score for moving from

Tier 1 to Tier 2 (Learning Center)

Cut Score for moving from

Tier 2 to Tier 3 (Intensive Intervention)

Interventions

Fifth Grade

• AR STAR • CST • Fluency • Houghton Mifflin Summative (Revised)

CST Math FBB, BB, <299 CST Language FBB, BB, <299 Accuracy Tri 1,2,3 - <90 Fluency Tri 1: <70 Tri 2: <75 Tri 3: < 80 AR Tri 1: < 3.5 Tri 2: < 4.0 Tri 3; < 4.5 Houghton Mifflin Tri 1: < 13 Tri 2: < 13 Tri 3: < 13

CST Math FBB, BB, <247 CST Language FBB, BB, <270 Accuracy Tri 1,2,3 - <90 Fluency Tri 1: <65 Tri 2: <70 Tri 3: < 75 AR Tri 1: < N/A Tri 2: < 2.0 Tri 3; < 2.5 Houghton Mifflin Tri 1: < 8 Tri 2: < 8 Tri 3: < 8

Tier 1 Core H M plus Supplemental Differentiated Instruction Core Math – plus supplemental Tier 2 Differentiated Instruction Supplemental Researched base materials approved by CDE For example: • Phonics for Reading • Language for Learning • Saxon Phonics • Read Naturally • SRA Reach • Language for Thinking • SRA Reading Mastery

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Cut Scores Sixth, Seventh, Eighth Grade

Cascade Union Elementary School District SIXTH, SEVENTH, EIGHTH GRADE

Grade Level Universal Screening Edu-soft-Data Management system

Cut Score for moving from

Tier 1 to Tier 2 (Learning Center)

Cut Score for moving from

Tier 2 to Tier 3 (Intensive Intervention)

Interventions

Sixth, Seventh & Eighth Grade

• AR STAR

CST • Text Fluency • Vocabulary (under development)

CST Math FBB, BB, <299 CST Language FBB, BB, <299 AR- Tri <2.5 Accuracy Tri 1,2,3,: < 90 Text Fluency

6th

. 7th

, 8th

Grade Tri 1: < 90 Tri 2: < 95 Tri 3: <100 Vocabulary (under development)

CST Math FBB, BB, <254 CST Language FBB, BB, <265 AR Tri <2.0 Accuracy Tri 1,2,3,: < 90 Text Fluency

6th

, 7th

, 8th

Grade Tri 1: < 80 Tri 2: < 85 Tri 3: <90 Vocabulary (under development)

Tier 1 CORE Language Arts Supplemental Core Core- Plus Leveled reading –AR (Differentiated Instruction) Core Math – plus supplemental Tier 2 CORE Language Arts Supplemental Core Core- Plus Leveled reading –AR (Differentiated Instruction) Core Math – plus supplemental

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Activity

With your team or colleagues sitting near you, discuss the following questions.

If we were able to do universal screening across the grade levels in Academics what advantages would there be for:

Teachers? Parents? Students?

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DELIVERING QUALITY TEACHING OF CORE PROGRAMS WITH DIFFERENTIATED INSTRUCTION & IN-CLASS MONITORING

Rob Adams

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What do the experts call it?

The School-Level

Factors

Rank Marzano Scheerens and Bosker

Sammons Levine and Lezotte

Edmonds

Guaranteed and Viable Curriculum

1 Opportunity to Learn

Time

Content Coverage

Time

Concentration on Teaching and Learning

Focus on Central

Learning Skills

Emphasis on Basic Skill Acquisition

Challenging Goals and Effective

Feedback

2 Monitoring

Pressure to Achieve

Monitoring

Pressure to Achieve

High Expectations

Monitoring Progress

High Expectations

Appropriate

Monitoring

High Expectations

Frequent Monitoring

•How does your school go about making sure that your student have Guaranteed Curriculum or Challenging Goals or Effective Feedback?

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Familiar with the following events? 1st grade class, children independently

complete practice pages from a workbook 4th grade class, students are assigned a writing

prompt and have 30 minutes to respond 8th grade class, students are told to read a

particular textbook chapter and then answer the questions at the end of the chapter.

9th grade algebra class, students are given 15 problems and told to work on them quietly in class and finish the problems for homework.

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Guaranteed Means…..

Time is variable based on student needs Essential content is agreed upon by all Essential content is organized and

used by all Highly Effective Instruction in all

classrooms

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What is your Guaranteed Instruction? Discuss the common instructional

commitments that your school has made around instruction?

Learning goals? CFU? Engagement? Other?

How do people know when they are doing it?

Team Time10 Minutes

Team Time10 Minutes

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One model might look like…

Debra Pickering Asilomar 2010

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ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT

The Art and Science of Teaching

CONTENT SPECIFIC SEGMENTS

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How do you develop this?

First, what areas of teacher expertise would you want to be included in your model of instruction?

Then, develop an agreed-upon common language/model of instruction.

Finally, develop criteria for evaluating each aspect of teacher expertise included in your model.

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Another Model

Areas of Expertise in model Instructional Communication Engagement Direct Instruction Classroom Management

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Another Model

Then, Develop an agreed-upon common language/model of instruction.

Finally, Develop criteria for evaluating each aspect of teacher expertise included in your model.

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How to use?

Teachers use for Self Reflection

Principal and other teachers do learning walks

Do school visits and look for strategies that fit your model to integrate

Video tape instruction and hold instructional labs

Focus staff conversations or staff development

Collaboration or coaching

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ASSUMPTIONS BEHIND DIFFERENTIATED INSTRUCTION

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Learners in virtually all classrooms at all grade levels and in all subjects vary significantly in their readiness to learn particular topics at a given time, in their interests, and in ways they learn best.

Readiness, interests, and learning profile are shaped by a student’s experiences, culture, gender, and biology.

Most students can achieve far more than we tend to think they can if teachers provide rich, engaging, supportive environments with a balance of continuously escalating expectations and joy in learning.

Responsive teaching is flexible teaching.

Students are generally more motivated to learn and make greater achievement gains when teachers respond effectively to their particular readiness levels, interests, and learning profiles.

To teach responsively, teachers need to develop consistently expanding repertoires of instructional strategies suited to both the needs of learners and the nature of the content they are studying.

The complexity of the teaching and learning process requires that teachers continuously grow in instructional proficiency.

Expert teachers teach responsively – with a focus on curricular requirements, needs of individual learners, needs of the class as a whole, and ways to ensure balanced focus on all three of these important elements.

Instructional strategies that help teachers increase flexibility in the context of high-quality curriculum and a positive learning environment help students achieve better and develop increasing confidence in themselves as learners.

Responding consistently to students’ learning needs is a powerful way for teachers to communicate to students the importance of each student to the teacher and to the success of the class as a whole.

Assumptions about Differentiation

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Rack of Learning Options53

Feeling a bit overwhelmed Feeling a bit confined54

What’s the Point?

Readiness

Growth

Interest

Motivation

Learning Profile

Efficiency

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Parts of the Learning Puzzle

Learning Profile

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“The Tipping Point”How Little Things Can Make a Big DifferenceMalcolm Gladwell 2000

“Starting epidemics requires concentrating resources on a few key areas.”

“Those who are successful at creating social epidemics do not just do what they think is right. They deliberately test their intuitions.”

“Look at the world around you. It may seem like an immovable, implacable place. It is not. With the slightest push – in just the right place – it can be tipped.”

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ESSENTIAL STANDARDS, IN-CLASS MONITORING, BENCHMARK ASSESSMENTS, AND RETEACHING, AND NEXT STEPS BASED ON DATA

Jennifer Baker

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What are “Essential Standards”?

Grade level/content standards that students must master in order to be successful in school.

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Essential standards

PURPOSE To determine which standards should be

taught to MASTERY for all students.

To explicitly articulate HIGH EXPECTATIONS for all students.

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Essential Standards = Core Curriculum

Enrichment

CA Standards

Essential Standards

A subset of skills & concepts

A subset of skills & concepts

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How are Essential Standards developed?

Review CST Blueprint weights

Determine which standards are critical for success in current grade level standards

Determine which standards are critical for success in subsequent grade levels

Cross grade level Cross grade level articulationarticulation

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Selecting Essential Standards

Doug Reeves (2002) provides insight that may be helpful in selecting Essential Standards: Does it have endurance? Do we

really expect our student to retain the knowledge and the skills over time as opposed to merely learning it for a test?

Does it have leverage? Will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines?

Does it develop student readiness for the next level of learning? Is it essential for success in the next unit, course, or grade level?

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Enterprise ElementaryGrade 6 Example

Enterprise ElementaryGrade 6 Example

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Essential Standards - Identified on Blueprints

Red Bluff Elementary School DistrictGr. 2 Example

Red Bluff Elementary School DistrictGr. 2 Example

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Steps to Implement

Input from every teacher – highlighted their recommendations.

Representatives from each grade at each school for each subject area (every subject on different days) to summarize the recommendations.

Vertical team, representing grade spans to look across grade levels.

Back to all teachers for review and the opportunity to provide input.

Working draft for 1st year, with feedback following year.

Adopted by board.

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Discussion

Do a gap analysis: Do a gap analysis: where we are now (what where we are now (what

do we have in place)?do we have in place)? What will it take to get to What will it take to get to

where we need to be?where we need to be?

Where we are now…

Where we needto be…

Team Time5 MinutesTeam Time5 Minutes

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Pacing Calendars

Standards taught within the same window

Common Assessments given in the same time

frame

Reteaching opportunities that can be shared

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Redding School District

Key Standards and Pacing Guide

Grade 1 Math Example

Redding School District

Key Standards and Pacing Guide

Grade 1 Math Example

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Modesto City Schools

Pacing Plan with Essential Standards Identified

CA Treasures 4th Grade

•Essential Standards in left column represent the Essential Standards that are taught during Week 1 of Unit 2

Pacing Plan with Essential Standards Identified

CA Treasures 4th Grade

•Essential Standards in left column represent the Essential Standards that are taught during Week 1 of Unit 2

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Discussion

Are content specific pacing guides being used with fidelity on your campus?

Are they allowing enough time to gain master of the essential standards?

Do they need to be edited?

Team Time8 Minutes

Team Time8 Minutes

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In-Class Monitoring

Feedback

Checking for Understanding

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Feedback Process

Where am I going?

Provide students with a clear and understandable vision of the learning target.

Use examples and models of strong and weak work.

Where am I now? Offer regular descriptive

feedback. Checking for

Understanding (4-6 times per lesson according to Schmoker)

Teach students to self-assess and set goals.and set goals.

How can I close the gap?

Design lessons to focus on one learning target or aspect of quality at a time.

Teach students focused revision.

Engage students in self-reflection and let them keep track of and share their learning.

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Discussion

What does In-Class Monitoring look like on our campus?

List some “Checking for Understanding” Strategies you use or have seen on your sites.

Team Time8 Minutes

Team Time8 Minutes

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Common Benchmark Assessments Common – used by all teachers for a:

Subject (Algebra 1, English/Language Arts, etc.) Grade Intervention Program (ELA or Math)

Formative – intended to provide information for immediate feedback while the learning is still taking place

Using common assessments does not in any way mean using only common assessments.

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Essential Standards & Benchmark Exams

What to Include:What to Include: Assess all standards taught within the Assess all standards taught within the

quarter/trimester, reteach essential quarter/trimester, reteach essential standards not masteredstandards not mastered

Assess only essential standards, reteach Assess only essential standards, reteach essential standards not masteredessential standards not mastered

When to Include Essential StandardsWhen to Include Essential Standards Based on what has been taughtBased on what has been taught All Essential Standards assessed each All Essential Standards assessed each

BenchmarkBenchmark

Cumulative over course of the yearCumulative over course of the year

Options:

Standards can be mastered by individual skill.

Standards can be mastered by individual skill.

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Scoring Assessments

Consistency in how accuracy/completeness/points are determined

Comparison back to Exemplars Writing – what does a “4” look like for a 7th

grader? Math Problem Solving – what does a proficient

response include? Science Investigation – what does a proficient

write up include?

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Identify Targets for Each Assessments

Identify targets and cut scores for each assessment

Target – score we would expect for a Target – score we would expect for a proficient studentproficient student

Cut score – range for extra supportCut score – range for extra support

Strategic SupportStrategic Support

Intensive ConsiderationIntensive Consideration

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Classroom Data for Grade 3

HIGHLIGHTING

CST - Language Arts End of 2nd Gr. 1st Trimester 2nd TrimesterGREEN Benchmark Proficient or AdvancedYELLOW Strategic BasicPINK Intensive Below or Far Below Basic

Oral Text AIMSweb AIMSwebFluency End of 2nd Gr. 1st Trimester 2nd Trimester

GREEN Benchmark 10 77+ 96+YELLOW Strategic 8 or 9 49 - 76 67 - 95PINK Intensive Levels 1-6 0 - 48 0 - 66

Theme-Comprehension Start of Year 1st Trimester 2nd TrimesterGREEN Benchmark 8+ 8+YELLOW Strategic 6 or 7 6 or 7PINK Intensive 0 - 5 0 - 5

Theme-Checking Skills Start of Year 1st Trimester 2nd TrimesterGREEN Benchmark 8+ 8+YELLOW Strategic 6 or 7 6 or 7PINK Intensive 0 - 5 0 - 5

Theme-Spelling/Word Work Start of Year 1st Trimester 2nd TrimesterGREEN Benchmark 8+ 8+YELLOW Strategic 6 or 7 6 or 7PINK Intensive 0 - 5 0 - 5

Theme-Vocabulary Start of Year 1st Trimester 2nd TrimesterGREEN Benchmark 8+ 8+YELLOW Strategic 6 or 7 6 or 7PINK Intensive 0 - 5 0 - 5

Writing Prompt A Prompt B Prompt CGREEN Benchmark 4+ 4+ 4+YELLOW Strategic 3 3 3PINK Intensive 1 or 2 1 or 2 1 or 2

CST - Math End of 2nd Gr. 1st Trimester 2nd TrimesterGREEN Benchmark Proficient or AdvancedYELLOW Strategic BasicPINK Intensive Below or Far Below Basic

Math End of 2nd Gr. 1st Trimester 2nd TrimesterGREEN Benchmark 80%+ 80%+ 80%+YELLOW Strategic 60-79% 60-79% 60-79%PINK Intensive 0-59% 0-59% 0-59%

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Discussion

Do we have Benchmark Exams in place, and Do we have Benchmark Exams in place, and are they being administered with fidelity by are they being administered with fidelity by all teachers during a designated testing all teachers during a designated testing window?window?

Are Benchmark Exams analyzed and scored Are Benchmark Exams analyzed and scored using predetermined, clearly identified using predetermined, clearly identified targets?targets?

Team Time 8 MinutesTeam Time 8 Minutes

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A Shift from…

Teaching:

Did I check for understanding?

Learning:

What will I do for students who learned?

What will I do for students who didn’t understand?

TOTO

Thomas Many, “Teacher Talk” The Collaborative Teacher (2008)

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Identify Standards for Reteaching

Which Essential Standards need to be retaught to the whole class?

Which Essential Standards need to be retaught to small groups?

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Determining Standards for Reteaching

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Whole Class Essential Standard

Whole Class Essential Standard

NOT an Essential Standard

NOT an Essential Standard

Edit the question?

Edit the question?

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Identify Individual Students for Extra Support

Identify Individual Students for Extra Support

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More Questions to Consider…How are students progressing in their

knowledge of the standards? Analyze strengths & obstacles.

What are the lowest – scoring standards? Determine how to reteach differently than

the initial instruction. Determine ways to re-assess following

reteaching.

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3 Characteristics of Effective Reteaching

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Sample reteaching form89

Importance of Feedback on Benchmark Results Recognition of the Desired Goal

Essential Standard

Evidence about Present Position

Current level of student work

Some Understanding of a Way to Close the Gap Between the Two

Black & William

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Retesting to Ensure Mastery

Following reteaching, students are given the opportunity to show mastery of content through:

Re-assessmentIndependent work done correctlyObservation

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Discussion

How is data being analyzed at our site?

Are we using the information from our assessments to determine areas for reteaching (both whole-class and small group)?

Are students given the opportunity to re-test?

What methods and materials are being used for reteaching?

Team Time8 MinutesTeam Time8 Minutes

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Fairview School

Orland School District

3rd-5th grade

57 point API growth 2010

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IDENTIFYING PROFESSIONAL DEVELOPMENT CONSIDERATIONS AND USING PLCS EFFECTIVELY FOR TIER 1

Doreen Fuller and Conde Kunzman

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Purpose of Focused Professional Development To train all school staff in assessments,

data analysis, programs, and research-based instructional practices and strategies.

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Focused Professional Development Staff development is linked to data and identified student

need.

Staff are trained in: The effective use of data to drive instruction. The adopted core curriculum (SB 472). The appropriate intervention curriculum. The effective implementation of research based instructional

strategies and interventions, including those for ELs. The use of differentiated instruction.

Staff are trained in the effective use of collaboration time for: Analyzing data to make instructional decisions Planning instruction Developing instructional strategies that meet diverse learning

needs

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Suggested Steps to Implement Focused Professional Development Analyze data (state and benchmark) to

determine areas of need. Provide training, coaching and

collaborative opportunities for teachers and paraprofessionals based on identified areas of need.

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Professional Development:Resources to Consider National Staff Development Council’s

Standards for Professional Development: http://www.nsdc.org/standards/index.cfm

The National Center on Response to Intervention: http://www.RTI4Success.org

The IRIS Center for Training Enhancements: http://iris.peabody.vanderbilt.edu

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Professional Development:Research to Consider DuFour, R., Eaker, R., &Karhanek, G (2004). Whatever It Takes.

How professional learning communities respond when kids don’t learn. (800) 733-6786

Marzano, R. (2003). What works in schools. Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

McLaughlin, M. and Talbert, J. (in press). Communities of Practice and the Work of High School Teaching. University of Chicago Press.

McTighe, J. & Ferrara, S. (1997). Assessing Learning in the Classroom. Washington DC: National Education Association.

Reeves, D. (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree.

Schmoker, M. (2006). Results Now. Alexandria, VA: ASCD. Wellman, B. & Lipton, L. (2004). Data-Driven Dialogue: a

Facilitator’s Guide to Collaborative Inquiry. Sherman: Mira Via, LLC Publications.

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Use of PLCs in Your Setting

Analyzing the data? Who is doing it? When is it being done?

How are the data identified needs integrated into the PD plan or collaboration schedule?

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Team TimeTeam Time

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Overall Tier I Questions

Is our first focus on developing and/or improving Tier I?

How will the needs identified in the core program be addressed?

Knowing that every school is at a different place, what would be the first three components you plan to fully implement?

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Team TimeTeam Time

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GRAPHIC REPRESENTATIONS OF RTI

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TIER 1STANDARDS BASED CLASSROOM LEARNING

All students participate in general education learning that includes:• Regular use of explicit instruction

• Use of active student engagement strategies• Implementation of the standards through research-based practices

• Daily instruction aligned with specified learning objectives• Study skills support

• Use of flexible groups for differentiation of instruction• Frequent progress monitoring

• On-going formal & informal assessments for learning (incl. analysis of data)• Reading incentive programs

• Student curricular & non-curricular achievements are recognized & celebrated• Character education

• Regular two-way communication between home & school• Parent-Teacher Conferences

• Parents are provided support, strategies, homework tips & resource materials to help their children at home

• Attendance Incentives

TIER 1STANDARDS BASED CLASSROOM LEARNING

All students participate in general education learning that includes:• Regular use of explicit instruction

• Use of active student engagement strategies• Implementation of the standards through research-based practices

• Daily instruction aligned with specified learning objectives• Study skills support

• Use of flexible groups for differentiation of instruction• Frequent progress monitoring

• On-going formal & informal assessments for learning (incl. analysis of data)• Reading incentive programs

• Student curricular & non-curricular achievements are recognized & celebrated• Character education

• Regular two-way communication between home & school• Parent-Teacher Conferences

• Parents are provided support, strategies, homework tips & resource materials to help their children at home

• Attendance Incentives

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Lassen View SchoolEESD

Lassen View SchoolEESD

TIER 1: STANDARDS-BASED CLASSROOM LEARNING:

TIER 2: NEEDS BASED LEARNING

TIER 3: FORMAL INTERVENTIONS

TIER 4: SST

DRIVENLEARNING

Behavior Support

Special ed, RSP visitor Moving to MathSRA Reach

Counseling Pyramid

SARBDaily check-in, Behavior support plan •Comprehension-Steck-Vaughn, Soar to Success, Early Success, guided comprehension

•Vocab-Steck-Vaughn, guided reading, Eng. from roots up - Soar to Success•Automaticity/Fluency-Read Naturally, timed reading plus, Readers Theater, Jamestown•Site Words-Guided reading, Sipps 1,2, Flash cards & games•Phonics-Sipps 1,2,3, Pals Signs for Sounds, rewards, scholastic decodables, making words, interactive writing, words their way, Eng. from the roots up•Phonemic Awareness-K-pals, sounds & Letters, scholastic P/A kit, torgeson P/A in young children•Concepts of Print-Interactive writing, read alouds, guided reading

Mental Health ReferralParent Support Group

•"Caught Ya's”•Behavior tracking-•formal behavior card, small rewards/consequences at school, home.•Grade level regroup (maybe PE time) reteach kids who don't get it, social skills, sharing, taking turns.

*Differentiated/Leveled Classes(Math/L.A.) Peer CoachingRSP/SDC Support Collaborationprotected times Accomodations*Reteaching based on item analysis•Develop short term assessments•frequency

*Cross-Age Tutoring*Caring Adult-Mentor*Student Connections With School & Learning *Mentoring with Adult *Clubs *Student Jobs *Student Government

•Referral to our counselor•Social Skills Group•Caring Adult Mentor•Regroup for Social Skills•Playground buddy•Parent teacher contacts

•Parent teacher conference-communication notebook, card, take a knee, keep struggling, students in 5 min at recess-reteach.•Walk through/model behavior•Teach whole class•Behavior Expectations

•Teacher referral to Remi Vista•Second Steps•Character ed and assemblies•Too Good for Violence curriculum

**Identify At Risk Academic Behavior/Behavior Support/Counseling Piece/modification

*Explicit Instruction/Active Student Engagement*Parent teacher Communication*Grade levels review key essential learnings*Adhere to scheduled groups for differentiated learning/small group instruction

*Assessment-concept/Trimester*Study Skills Support*Panther Store-more frequent*Reading & Math Incentive Programs

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Sacramento County Office of Education

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RTI COMMERCIAL MODELS

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RtI Models - TLC

Teaming for the Learning of all Children In TLC schools, staff universally screen students, using

both standardized multiple-response examinations and other CBM-like assessments. TLC schools utilize four additional special education staff members (two certificated, two paraprofessionals) to help meet student needs in reading and mathematics, regardless of the student’s special education status.

TLC educators try to serve the needs of students with individualized education plans (IEPs) within regular classroom settings. In each grade, students with similar needs are distributed among regular education teachers and special education staff. Expert. Highly trained educators teach students at risk in small groups of four to six.

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TLC Continued

Content and Concepts are the same as in the core curriculum

Instruction, pedagogic approach and pacing are adjusted to meet specific needs

Instructors meet unique student needs with differentiated small groups

Classroom teachers often offer students a second, and even third, iteration of core reading and math instruction during leveled instructional time

Students move fluidly between leveled groups. Leadership teams make decisions concerning

movement of students.

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ExCEL

Excellence: A Commitment to Every Learner ExCEL attempts to assist all students, whether they

are high achieving, struggling, or in between. Student movement is fluid continuum Changes in the intensity and nature supports are

frequent System’s first priority is universal access to a high-

quality core program for all students Tier II involves small groups that are leveled

according to student ability Progress Monitoring is frequent Expectations for all students are high

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CAST

Collaborative Academic Support Teams Interventions are the responsibility of the

general education staff Special education teachers are not responsible

for remediating students at risk Teams of teachers examine student’s learning

trajectory Specialists periodically support the classroom

teacher in delivering targeted interventions Tier III intensive instruction supplants core

curriculum

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The HAEA Model

Heartland Area Education Agency Problem Solving model in which teachers

identify and refer children who need additional assistance on a case-by-case, student-by-student basis.

Teachers trained in special education support general education classroom teachers in providing increasingly intensive interventions

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QUICK SUMMARY AND REVIEW

No, we will not go through each slide in detail.

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Universal Screenings

Systematic process of detecting a subset of students from the entire student population who are struggling and are at-risk for experiencing a range of negative short- and long-term outcomes

Goals: fast, efficient, and respectful; includes all children and youth of interest

Assess prevalence and build systems to match needs. A system in which all identified students are served

Decision Making Rules are established and followed

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Teaching Core Programs Well Time is variable based on student needs Essential content is agreed upon by all Essential content is organized and used by

all Highly Effective Instruction in all classrooms Develop an agreed-upon common

language/model of instruction. Develop criteria for evaluating each aspect

of teacher expertise included in your model.

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Maximized Instructional Time PURPOSE: To keep students actively

involved and engaged with learning from “bell to bell”.

Students are actively engaged in grade level or intervention work.

Routines are established to save time in transitions.

Interruptions to classrooms during instructional time are minimal.

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Suggested Steps to Implement Maximized Instructional Time Discuss what interruptions currently interrupt instruction

(phone calls, announcements, fire drills, assemblies, etc.). Determine if there is a way to reduce the interruptions

especially during ELA & Math time. Agree as a staff on routines to established in each

classroom/small group to allow for smooth transitions and minimal time wasted: What students are to do when they enter the classroom (bell

work, etc.) How homework is to be collected Lining up within the classroom for lunch, etc. Walking down the hall Others?

Determine when/how to share active engagement strategies with the staff so that discussions about the use of these strategies becomes a regular part of collaboration and/or staff meeting time.

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Maximized Instructional Time:Questions to Consider Are students actively engaged in work related to

grade level standards or work to accelerate achievement to grade level standards (intervention)?

Are we using the most efficient ways to help students learn?

Are students engaged and learning from bell to bell?

Is the instructional day scheduled such that academic, engaged time is THE priority?

Resource: “Increasing Student Engagement and Motivation: From Time-on-Task to Homework” by Brewster &Fager, October 2000 (NWREL): http://www.nwrel.org/request/oct00/textonly.html

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In-Class Monitoring

Purpose: To monitor progress on a regular basis - for students participating in classroom interventions - to allow teachers to make educational decisions that reflect a student's response to any given intervention.

Students are actively engaged. Checking for understanding.

Individual student written responses (white board, “ticket out the door”, timed math facts, etc.)

Individual student oral responses (CBM, explaining your thinking, explaining how you solved a problem, etc.)

Providing on-going feedback. Who: All students receiving in-class intervention

When: Weekly or Biweekly (some components are daily)

Provider: Classroom teacher or paraprofessional

Format: Within small group

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Suggested Steps to Implement In-Class Monitoring

Identify current level/needs of student Identify target/goal to achieve Determine incremental steps needed to

meet the target/goal Chart progress toward target/goal Modify instruction as needed

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In-Class Monitoring:Questions to Consider What measures are used in the classroom intervention group to

monitor progress? Is this information gathered often enough to allow teachers to

change interventions if students are not making progress when the program is being followed with fidelity?

Does the monitoring of progress provide a way of measuring growth compared to other students?

Resources: National Center on Student Progress Monitoring:

www.studentprogress.org/chart/chart.asp Research Institute on Progress Monitoring: www.progressmonitoring.org DIBELS (University of Oregon): http://dibels.uoregon.edu AIMSweb: http://aimsweb.com Yearly Progress Pro (McGraw Hill):

http://www.ctb.com/mktg/ypp/ypp_index.jsp Info on curriculum-based measurement (CBM):

http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php

National Center on Response to Intervention: www.rti4success.org

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In-Class InterventionsIn-Class Interventions

Purpose: To begin immediately to address needs of students

Who: Any Student having difficulty with the core curriculum

What: Research based and likely to be effective

When: 2-3 times per week

Provider: Classroom teacher or paraprofessional

Format: Small group based on like needs

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Suggested Steps to Implement In-Class Interventions

Determine concepts/standards students are struggling with from the core curriculum

Look for Reteaching and Universal Access materials that address this concept/standard.

Determine a time within the core where small group instruction could be implemented.

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In-Class Interventions:Questions to Consider Do teachers know how to adjust classroom

instruction to provide support? Do teachers know how to access the

reteaching components and Universal Access components of the core program?

Possible Resources: Florida Center for Reading Research www.fcrr.org What Works Clearinghouse

http://ies.ed.gov/ncee/wwc/ Oregon Reading First

http://oregonreadingfirst.uoregon.edu/inst_curr_review.html

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Professional Development

Purpose: To train all school staff in assessments, data analysis, programs, and research-based instructional practices and strategies

Linked to data and identified student need. Training in: using data; core curriculum;

intervention curriculum; research based strategies; differentiated instruction

Collaboration is effective, with results impacting the PD schedule and collaboration time.

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Tier 1 Components

Universal Screening Initial Intervention Strong Research-Based Core Curriculum Quality Teaching with Differentiated

Instruction Benchmark Assessments Essential Standards to Determine Areas for

Reteaching Focused Professional Development Maximized Instructional Time In Class Interventions In Class Monitoring

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The BIG Ideas of RtI

Decide what is important for students to know

Teach what is important for students to know

Keep track of how students are doing Make changes according to the results

you collect

Dave Tilly, Heartland AEA; 2003

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Team Time

Review what your site currently has in place as a model for RtI.

Review what your site currently has in place for supporting Tier One instruction.

Prioritize your “Next Steps”, including timelines.

Determine how to share this with staff.

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Team TimeTeam Time

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