RTI: Successful Interventions

April 10, 2013Planning Period PD

Activity

Use GradeCam to assess the group of participants about their pop culture knowledge▪ This would be a formative assessment given during a

unit on Pop Culture based on the KUD below

▪ Based on correct responses, participants will be split up into 2 groups

▪ Us WEEKLY is used solely for modeling purposes

Know Understand Docelebrities in the news

Understand that UsWeekly is a valuable tool to acquire pop culture knowledge in order to stay current with celebrity culture.

comprehend and analyze articles to obtain pop culture information

Objectives

Review the concepts of RtI

Understand the connection between Differentiated Instruction by Readiness and RtI

Analyze three examples of Intervening via Differentiation by Readiness

Disclaimer

We are not the Differentiation Team!

If you have any questions about differentiation or any of the differentiated lessons discussed today, please contact a member of the Differentiation Team.

Each department has a representative that is willing and able to answer your questions!

Review of Classroom Intervention

Strategies The combination of research-based

methods or activities designed to teach the learning objective.

Interventions Program, actions, or strategies specifically

designed to address an identified deficiency and monitored to ensure outcome improvement . (Taken from LTHS PLC Glossary (p.7))

Review of DI by Readiness“Current knowledge, understanding, and skill

level a student has related to a particular sequence of learning” (Tomlinson & Strickland 6).

Readiness is influenced by a student’s prior learning and life experiences, attitudes about school, and habits of mind (Tomlinson 3).

Goal of DI by Readiness: “Make the work a little too difficult for students at a given

point in their growth- and then to provide the support they need to succeed at a new level of challenge” (Tomlinson & Strickland 6).

Things to Remember about DI for Readiness

All groups MUST be challenged appropriately with quality level tasks. ZPD—Vygotsky’s Zone of Proximal Development Scaffolding

All groups should be evaluated for their understanding of the learning objective (KUD). Not an evaluation of the task students are

completing, rather an evaluation of their UNDERSTANDING!

Connection Between Intervention and DI by Readiness

Struggling learners need interventions to meet learning objectives (KUD)

DI by Readiness can be used to facilitate the delivery of an intervention to struggling students

Struggling learners make up the lowest level readiness group

Example activities for struggling learners include: Mini-lectures/mini-lessons Guided practice and instructions Analysis of supplemental materials Peer review and peer teaching

How do we turn DI by Readiness into RtI?

When DI for Readiness is intentionally used and monitored to address students who are not reaching the learning objectives, it becomes an intervention.

Steps for implementing DI by Readiness as an Intervention:

1. Students who do not meet learning objectives are identified as “struggling learners”.

2. DI by Readiness lesson is planned and delivered

▪ Struggling learners are placed in the lowest-level group and receive an intervention as their quality level task/activity

3. Growth is monitored▪ Formative and post-assessments are used to monitor growth▪ Mid-quarter/quarter grades

Modified Gallery Walk

Pop culture activity

At your table you will find an activity to be completed based on your pop culture quiz results.

Read the directions and complete the activity with your table.

Post assessment would be given to low level group after the activity, the next day, or at a later time if the intervention is going to continue.

Know Understand

Do

Celebrities in the news

Understand that UsWeekly is a valuable tool to acquire pop culture knowledge in order to stay current with celebrity culture.

Comprehend and analyze articles to obtain pop culture information

Discussion

Identification Pop Culture quiz was used to determine grouping▪ This would have been given as a formative assessment

during a unit on pop culture

Intervention Graphic organizer can be used in multiple ways to

help students acquire information▪ While one group received the intervention, the other

worked on enrichment activity

Progress Monitoring Post-assessment scores of low level group are used

to monitor the growth of students

Connection between DI by Readiness and Intervention at LTHS

Several teachers submitted their DI by Readiness lessons and explained how an intervention was able to take place during the lessons.

We will share with you examples from: American Studies Chemistry Music

American Studies Example Know:

1) How to integrate quotes in a response2) Reasons O’Brien averted the draft and then returned – English3) Reasons anyone would support the war and reasons they wouldn’t – History

Understand: Students will understand that some quotes work better than others to support an argument.

Do: 1) Write a summary about the draft properly integrating two key phrases as support (Prep). Write a summary of an article from Rolling Stone called “The Kill Team” while properly integrating two key phrases as support(Accel)2) Write a persuasive paragraph that explains what they would do with regard to the draft and the Vietnam War while integrating textual support and historical content.

American Studies Cont. Pre-assessment and Lesson

Pre-assessment given to determine readiness levels of students for initial activities▪ Read non-fiction article and wrote 5 sentence summary

integrating two quotes (handed in before the end of class)▪ Based on written responses and the use of a rubric, students

were broken up into groups the next day Small groups worked on specific areas of writing

based on pre-assessment

Identification Students not making growth towards learning

objectives, based on formative assessments, move on to an intervention

American Studies Cont.

Intervention Activities designed based on students’ areas of

deficit with integrating quotes in a response▪ These are activities different than the initial lesson▪ Remember, the intervention is teaching the student in a

different way, not just re-teaching the same lesson!

Teacher directed support given to struggling students to help students recognize and rectify the deficiency

Took place over a week with plenty of opportunity for students to practice writing and receive teacher instruction/feedback

American Studies Cont.

Progress Monitoring Post-assessment was given to all students,

with specific attention to struggling students’ growth

Students had 30 minutes in class to write a response integrating quotes

Rubric was used to determine the growth made based on comparison to initial rubric

Rubric score was used as a grade for students

Chemistry Example

Know Understand Do

Basic molar conversions from g mol and mol g

Differentiate parts of a solution (i.e. solute and solvent)

Methods of making a solution of known concentration

The students will understand that % concentration is calculated using the equation Mass of soluteMass of solution *100

The students will understand that molarity is calculated using Mol of soluteLiters of sol’n

Group 1: Work on basic problems in order to reinforce concept of molarity and % concentrationGroup 2: Work on intermediate problems that stress molarity and % concentrationGroup 3: Apply knowledge of molarity and % concentration in order to make a solution of known molarity and % concentration

Chemistry Example Cont.

Pre-assessment and Lesson Students were given an exit slip (pre-

assessment) the day before the lesson took place▪ Next day grouping-- Teacher tells students

which group they are in by writing a 1, 2, or 3 on their exit slips▪ 1.5 or less correct were placed in group 1▪ 2-3.5 correct were placed in group 2 ▪ all 4 correct were placed in group 3

Identification Students not making growth towards learning

objectives, based on formative assessments, move on to an intervention

Chemistry Example Cont.

Intervention

Teacher directed instruction with struggling students in small group while moving around room to help other groups as needed▪ Teacher directed (mini-lesson; Q &A)▪ Step-by-step instructions▪ Close eye on the students needing

intervention

Chemistry Example Cont. Progress Monitoring

The post assessment was a lab, “Concentration of a Solution”

All students worked on the lab and were required to turn in their sheet showing the calculation of the molarity and percent concentration of the solution

Group 1’s scores were analyzed for progress made towards learning objectives

Music Example

Know: Students will KNOW the grand staff, pitch

letter names, the origin of staff notation, Guido of Arezzo, Medieval Era of Music.

Understand: Students will UNDERSTAND how music is

notated.

Do: Students will (DO) identify all pitches on the

grand staff.

Music Example Cont.

Identification: Pre-assessment was given to determine

readiness levels regarding students’ knowledge about note names on the grand staff

Pre-assessment data was used to develop tiered tasks to meet all levels of learners

Music Example Cont.

Intervention Students not meeting the learning

objectives were to work on Task 1 of the tiered task

Students were provided with teacher directed instruction in a small group

Music Example Cont.

Progress Monitoring Post-assessment was given to all

students, with specific attention to struggling students’ progress

The post-assessment was a final test used as a grade

Take a moment…

With these great lessons in mind, think of an upcoming unit that you anticipate having students that struggle with the material.

Talk with a partner about ways you could Differentiate by Readiness to intervene with the ‘struggling learners’.

Special Thanks:

Teachers that provided DI by Readiness lessons:

Virginia Condon, Jennifer Setzke, Jessica Roessler, Ben Lafontaine (American Studies)

Jaime Bronuskas (Chemistry)

Alysia Lambert (Music)

Objectives Reviewed

Concepts of RtI Identify, plan and deliver intervention,

progress monitor growth

Connection between DI by Readiness and RtI DI by Readiness is a method for implementing

interventions with struggling learners

Three GREAT examples were presented!

References

Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RTI, professional learning communities, and how to respond when kids don’t learn. Bloomington, IN: Solution Tree Press.

Johnson, E., Smith, L., & Harris, M. (2009). How RTI works in secondary schools. Thousand Oaks, CA: Corwin.

Tomlinson, C.A. & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum – Grades 9-12. ASCD: Alexandria, Virginia.

(2012). LTHS professional learning communities glossary. LTHS: LaGrange, IL.

Thank you for attending!!!