RTIRESPONSIVENESS TO

INSTRUCTION Creating Tier I/PIPs

“Cleaning the Windshield”

Myth or Fact?All students who are identified EC must have

a PIP.An IEP is the same as a PIP.Students who have a behavior plan

automatically need a PIP.All PIPs must be completed by the end of the

first six weeks of school.Parents should receive a copy of the PIP.Teachers should meet with parents every 6

weeks to review the PIP.

Who needs a PIP?Tier I/PIPs are REQUIRED for students:“at risk of academic failure and who are not

successfully progressing toward grade promotion and graduation…”

who fall below grade level expectations in any core subject

who do not pass an EOG test

CautionUniversal screening is not the only source of data.Teachers must draw from a wide range of

sources.Classroom observationsStudent interviewsWork samplesStudent recordsPrior assessment data

K-2 Assessments EOG Scores ClassScape Reading Assessments

Borderline studentsAsk yourself:

Are they below level in one area of a subject or the entire subject?

Does this area require consistent intervention or just a little extra practice?

Has the student performed poorly on multiple assessments and work samples or did they just fail one common formative assessment/unit test?

Does this student need a PIP?A third grade student is decoding on grade

level and can retell a text, but has difficulty answering multiple choice questions.

A Kindergarten student knows half of the alphabet in January.

A fourth grader is struggling with area and perimeter, but is generally grade level in math.

A first grader is writing multiple sentences, but they can not be read by the teacher.

Making it ManageableFocus interventions in the

area that is most problematic.Target specific skills, not the

whole domainCluster students with the

same needs for interventions.

Keep in mind: You can’t intervene on everything!!

Problem-SolvingIdentify the problem.

What the student knowsWhat they should knowAreas to target for instruction

May need additional assessments to “drill down” For literacy, utilize spelling inventory

Why is the problem occurring?

Writing Goal StatementsBe specific about research based intervention strategies.What?

Write a specific measureable goal statement. “Grace will read Level J text with 90% accuracy and a

proficient retell by October 15.” “Emma will solve simple word problems using double digit

addition with 80% accuracy on 3 of 5 trials by October 15.”

Who?ClassroomSpecialist

How long?Where?

Goal Statements Given ____________, student will accurately (recognize, calculate

the solution/blend the sounds, demonstrate, perform, write, create, model, identify) ____________ four out of five times.

____________ will produce a sentence which contains proper capitalization, correct letter formation and spacing, and end punctuation four of five trials.

When reading words that contain consonant blends, ____________ will accurately read those words four of five times.

When give a reading passage, ____________ will apply learned word attack strategies to fluently read 80 words per minute with no more than 3 errors four out of five times.

The law says “focused intervention and accelerated activities should include research based best practices.”

Intervention or not? Soar to Success program for comprehensionRetentionGuided reading Using a common formative assessment for re-

teachingModified spelling listReferral to Special EducationSmall group or 1:1 instructionMoving students to the front of the room

Non-specific Specific

Will receive small group guided reading daily

Will use analogy charts and Elkonin boxes daily during Guided Reading.

Peer tutor Peer tutor will review addition facts to 20 with games and flashcards for 10 minutes daily.

Literacy stations Student will complete daily word sort activities with support in literacy stations.

Extended Time Student will receive an extra 10 minute lesson in word work activities daily.

Homework Parents will review flash cards nightly for 10 minutes.

Modification vs Accommodation vs Intervention

Modification – WHAT content is taughtAccommodation – HOW content is taughtIntervention – Specific instructional strategies

In other words:Modifications change the playing field.Accommodations level the playing field.Interventions enhance the playing field.

Intervention Time

Evaluating InterventionsAs soon as you realize an intervention is

NOT working, modify the plan.

Does the student need… more timemore intensitya different intervention?