Excell rti2 tier i instruction workshop

1

RESPONSE TO INSTRUCTION
AND INTERVENTION – RTI2
TIER ONE

Bruce L. Mims, Ed.D.

Agenda
2












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

Schools do make a difference.


Ron Edmonds, Lawrence Lezotte, Wilbur Brookover,
Michael Rutter on Effective Schools





Robert Marzano, What Works in Schools (2003)




All children can learn!
Schools control the factors assuring that students
master the core of the curriculum.
“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, researchbased, 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 3:
Intensive
Interventions

Tier 2:
Supplemental Interventions
Tier 1:

Core Program

Three Tiered Model of School
Supports
Behavioral Systems

Academic Systems
Tier 3: Intensive, Individual
Interventions
• Individual students
• Assessment-based
• High intensity
• Of longer duration
Tier 2: Targeted Group
Interventions
• Some students (at risk)
• High efficiency
• Rapid response

Tier 1: Universal
Interventions
• All students
• Preventive,
proactive

1-5%

1-5%

5-10%

5-10%

Students
80-90%

80-90%

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

Tier 2: Targeted Group
Interventions
• Some students (at risk)
• High efficiency
• Rapid response
Tier 1: Universal
Interventions
•All settings, all students
• Preventive, proactive

15

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TIER 2
STRATEGIC INTERVENTIONS/
NEEDS BASED LEARNING

TIER 1
BENCHMARK RETEACHING IN
STANDARDS-BASED CLASSROOM LEARNING

Pyramid of Interventions
Pyramid of Interventions

TIER 3
INTENSIVE
INTERVENTIONS

ng
sing
easi of
crrea rs of
Dec bers
De mbe ts
num dents
nu tuden
s
stu

TIER 4
SST DRIVEN
LEARNING

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.

Core Principles
17



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?

RtI2 Core Principals
18

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

The BIG Ideas of RtI2
19

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


Thoughts to Remember
from the Kennewick School District

20



“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

21

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.

22

UNDERSTANDING
UNIVERSAL SCREENING
AND INITIAL
IDENTIFICATION

Rita Mitchell

Rtl Universal Screening
23



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 shortand long-term outcomes

Goals of Screening
24



Fast, efficient, and respectful



Include all children and youth of interest

Universal Screening Outcomes
25







Reduces discretion in teacher referral process
Each student identified must be served
Assess prevalence and build systems to
match needs

Universal Screening Outcomes
26



Process of finding the right customers



Decision Making Rules



Core, strategic, intensive tiers
Using cut scores

Cut Scores for First Grade
Cascade Union Elementary School District

27

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

BPST
Baseline: <16
Tri 1: <18
Tri 2: <24
Tri 3: <32

Phonemic
AwarenessTri 1: <17
Tri 2: < 21
Tri 3: <27

Phonemic
AwarenessTri 1: <12
Tri 2: < 16
Tri 3: <20

High Frequency
Words
Tri 1: <16
Tri 2: <55
Tri 3: <85

High Frequency
Words
Tri 1: <7
Tri 2: <20
Tri 3: <40

Text Fluency
Tri 1: <N/A
Tri 2: <N/A
Tri 3: <39

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
Supplemental Researched base
materials approved by CDE
For example:
• Sounds and Letters
• Phonics for Reading
• Language for Learning
• Saxon Phonics
-PALS

Cut Scores for Fifth Grade
28

FIFTH GRADE
Edu-soft-Data Management system

Tier 1 to Tier 2
(Learning Center)

Tier 2 to Tier 3

Interventions

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

CST Math
FBB, BB, <299

CST Math
FBB, BB, <247

CST Language
FBB, BB, <299

CST Language
FBB, BB, <270

Accuracy
Tri 1,2,3 - <90

Accuracy
Tri 1,2,3 - <90

Fluency
Tri 1: <70
Tri 2: <75
Tri 3: < 80

Fluency
Tri 1: <65
Tri 2: <70
Tri 3: < 75

AR
Tri 1: < 3.5
Tri 2: < 4.0
Tri 3; < 4.5

AR
Tri 1: < N/A
Tri 2: < 2.0
Tri 3; < 2.5

Houghton
Mifflin
Tri 1: < 13
Tri 2: < 13
Tri 3: < 13

Houghton
Mifflin
Tri 1: < 8
Tri 2: < 8
Tri 3: < 8

Tier 1
Core H M plus
Supplemental
Core Math – plus
supplemental
Tier 2
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

Cut Scores Sixth, Seventh, Eighth
Grade
29

SIXTH, SEVENTH, EIGHTH GRADE
Edu-soft-Data Management system

Tier 1 to Tier 2
(Learning Center)

Tier 2 to Tier 3

Interventions

Sixth, Seventh & Eighth Grade
CST Math
FBB, BB, <299


• AR STAR
CST
• Text Fluency
• Vocabulary (under development)

CST Math
FBB, BB, <254

CST Language
FBB, BB, <299

CST Language
FBB, BB, <265

ARTri <2.5

AR
Tri <2.0

Accuracy
Tri 1,2,3,: < 90

Accuracy
Tri 1,2,3,: < 90

Text Fluency

Text Fluency

6 . 7 , 8 Grade
Tri 1: < 90
Tri 2: < 95
Tri 3: <100

6 , 7 , 8 Grade
Tri 1: < 80
Tri 2: < 85
Tri 3: <90

Vocabulary (under
development)

Vocabulary (under
development)

th

th

th

th

th

th

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

Activity
30









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?

31

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

What do the experts call it?
32

The SchoolLevel
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

Monitoring

Pressure to
Achieve

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?
•

33

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.

Guaranteed Means…..
34

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


35

What is your Guaranteed
Instruction?


Discuss the common instructional
commitments that your school has made
around instruction?







Learning goals?
CFU?
Engagement?
Other?

Team Time
Team Time
10 Minutes
10 Minutes

How do people know when they are doing it?

One model might look like…
36

Debra Pickering Asilomar 2010

The Art and Science of Teaching

SEGMENTS ENACTED ON THE SPOT

ROUTINE SEGMENTS
CONTENT SPECIFIC
SEGMENTS

37

How do you develop this?
43

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.


Another Model
44



Areas of Expertise in model





Instructional Communication
Engagement
Direct Instruction
Classroom Management

Another Model
45





Then, Develop an agreed-upon common

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

How to use?
50







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

51

ASSUMPTIONS BEHIND
DIFFERENTIATED
INSTRUCTION











52

Assumptions about
responsively, teachers
Differentiation To teachconsistently expandingneed to
Learners in virtually all classrooms at
develop
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.









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.

Feeling a bit overwhelmed
54

Feeling a bit confined

What’s the Point?
55

Readiness

Growth

Interest

Learning
Profile

Motivation

Efficiency

Parts of the Learning Puzzle
56

Learning
Profile

“The Tipping Point”
How Little Things Can Make a Big Difference
Malcolm Gladwell 2000
57

“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.”

58

ESSENTIAL STANDARDS, INCLASS MONITORING,
BENCHMARK ASSESSMENTS,
AND RETEACHING, AND NEXT
STEPS BASED ON DATA

Jennifer Baker

59

What are “Essential
Standards”?


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

Essential standards
60

PURPOSE
 To determine which standards should be
taught to MASTERY for all students.


To explicitly articulate HIGH EXPECTATIONS
for all students.

Essential Standards = Core Curriculum
61

A subset of
A subset of
skills &
skills &
concepts
concepts

Essential
Standards

CA Standards
Enrichment

62

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
articulation

Selecting Essential Standards
63

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?

64

Enterprise
Enterprise
Elementary
Elementary
Grade 6
Grade 6
Example
Example

Essential Standards - Identified on
Blueprints
65

Red Bluff
Red Bluff
Elementary
Elementary
School District
School District
Gr. 2 Example
Gr. 2 Example

Steps to Implement
66













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.

Discussion
67



Do a gap analysis:
 where we are now (what
do we have in place)?
 What will it take to get to
where we need to be?
Where we are
now…

Team Time
Team Time
5 Minutes
5 Minutes

Where
we need
to be…

Pacing Calendars
68



Standards taught within the same window



Common Assessments given in the same time
frame



Reteaching opportunities that can be shared

69

Redding School
District
Key Standards
and Pacing
Guide
Grade 1 Math
Example

Modesto City
Schools
70

Pacing Plan with Essential
Pacing Plan with Essential
Standards Identified
Standards Identified
CA Treasures 4thth Grade
CA Treasures 4 Grade

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

Discussion
72

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 Time
Team Time
8 Minutes
8 Minutes

In-Class Monitoring
73



Feedback



Checking for Understanding

Feedback Process
74

Where am I
going?

How can I close
the gap?







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.





Design lessons to focus on
one learning target or aspect
of quality at a time.
Teach students focused
revision.
Engage students in selfreflection and let them keep
track of and share their
learning.

Discussion
75





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 Time
Team Time
8 Minutes
8 Minutes

76

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.

77

Essential Standards & Benchmark
Exams
Options:

Standards
Standards
can be
can be
mastered by
mastered by
individual
individual
skill.
skill.

What to Include:
 Assess all standards taught within the
quarter/trimester, reteach essential standards
not mastered
 Assess only essential standards, reteach
essential standards not mastered
When to Include Essential Standards
 Based on what has been taught
 All Essential Standards assessed each
Benchmark

Cumulative over course of the
year

Scoring Assessments
79





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?

80

Identify Targets for Each
Assessments


Identify targets and cut scores for each
assessment
 Target
 Cut

– score we would expect for a proficient student

score – range for extra support



Strategic Support



Intensive Consideration

Classroom Data for Grade 3

Clearly Identified
Targets

HIGHLIGHTING

81

GREEN
YELLOW
PINK

CST - Language Arts
Benchmark
Strategic
Intensive

End of 2nd Gr.
Proficient or Advanced
Basic
Below or Far Below Basic

1st Trimester

2nd Trimester

GREEN
YELLOW
PINK

Fluency
Benchmark
Strategic
Intensive

Oral Text
End of 2nd Gr.
10
8 or 9
Levels 1-6

AIMSweb
1st Trimester
77+
49 - 76
0 - 48

AIMSweb
2nd Trimester
96+
67 - 95
0 - 66

GREEN
YELLOW
PINK

Theme-Comprehension
Benchmark
Strategic
Intensive

Start of Year

1st Trimester
8+
6 or 7
0-5

2nd Trimester
8+
6 or 7
0-5

Theme-Checking Skills
Benchmark
Strategic
Intensive

Start of Year

GREEN
YELLOW
PINK

1st Trimester
8+
6 or 7
0-5

2nd Trimester
8+
6 or 7
0-5

Theme-Spelling/Word Work
Benchmark
Strategic
Intensive

Start of Year

GREEN
YELLOW
PINK

1st Trimester
8+
6 or 7
0-5

2nd Trimester
8+
6 or 7
0-5

Theme-Vocabulary
Benchmark
Strategic
Intensive

Start of Year

GREEN
YELLOW
PINK

1st Trimester
8+
6 or 7
0-5

2nd Trimester
8+
6 or 7
0-5

GREEN
YELLOW
PINK

Writing
Benchmark
Strategic
Intensive

Prompt A
4+
3
1 or 2

Prompt B
4+
3
1 or 2

Prompt C
4+
3
1 or 2

CST - Math
Benchmark
Strategic
Intensive

End of 2nd Gr.
Proficient or Advanced
Basic
Below or Far Below Basic

1st Trimester

2nd Trimester

GREEN
YELLOW
PINK

GREEN
YELLOW
PINK

Math
Benchmark
Strategic
Intensive

End of 2nd Gr.
80%+
60-79%
0-59%

1st Trimester
80%+
60-79%
0-59%

2nd Trimester
80%+
60-79%
0-59%

Discussion
82



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



Are Benchmark Exams analyzed and scored using
predetermined, clearly identified targets?
Team Time
Team Time
8 Minutes
8 Minutes

A Shift from…
83

Teaching:


Did I check for
understanding?

TO
TO

Learning:




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

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

84

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?

Determining Standards for Reteaching

NOT an
NOT an
Essenti
Essenti
al
al
Standar
Standar
d

Edit the
Edit the
question
question
??

Whole
Whole
Class
Class
Essential
Essential
Standard
Standard

Sm
GSm al
G
Re roual l
Re trou p l
g
ea
g tea cp
h
ch in
in

85

86

Identify
Identify
Individual
Individual
Students for
Students for
Extra Support
Extra Support

More Questions to Consider…
87

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.

88

3 Characteristics of Effective
Reteaching

90

Importance of Feedback on
Benchmark Results


Recognition of the Desired Goal
 Essential



Evidence about Present Position
 Current



Standard

level of student work

Some Understanding of a Way to Close the
Gap Between the Two
Black & William

Retesting to Ensure Mastery
91



Following reteaching, students are
given the opportunity to show
mastery of content through:
Re-assessment
Independent
Observation

work done correctly

Discussion
92







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 Team Time
used
Team Time
8 Minutes
8 Minutes
for reteaching?

Fairview School
93



Orland School District



3rd-5th grade



57 point API growth 2010

94

IDENTIFYING
PROFESSIONAL
DEVELOPMENT
CONSIDERATIONS AND
USING PLCS EFFECTIVELY
FOR TIER 1
Doreen Fuller and Conde Kunzman

95

Purpose of
Focused Professional Development


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

96

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

97

Suggested Steps to Implement




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.

98

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

99

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.

Use of PLCs in Your Setting
100



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?

Overall Tier I Questions
102







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?

104

GRAPHIC
REPRESENTATIONS
OF RTI

.

TIER 1
TIER 1

STANDARDS BASED CLASSROOM LEARNING
STANDARDS BASED CLASSROOM LEARNING

All students participate in general education learning that includes:
All students participate in general education learning that includes:

••Regular use of explicit instruction
Regular use of explicit instruction
••Use of active student engagement strategies
Use of active student engagement strategies
••Implementation of the standards through research-based practices
Implementation of the standards through research-based practices
••Daily instruction aligned with specified learning objectives
Daily instruction aligned with specified learning objectives
••Study skills support
Study skills support
••Use of flexible groups for differentiation of instruction
Use of flexible groups for differentiation of instruction
••Frequent progress monitoring
Frequent progress monitoring
••On-going formal & informal assessments for learning (incl. analysis of data)
On-going formal & informal assessments for learning (incl. analysis of data)
••Reading incentive programs
Reading incentive programs
••Student curricular & non-curricular achievements are recognized & celebrated
Student curricular & non-curricular achievements are recognized & celebrated
••Character education
Character education
••Regular two-way communication between home & school
Regular two-way communication between home & school
••Parent-Teacher Conferences
Parent-Teacher Conferences
••Parents are provided support, strategies, homework tips & resource
Parents are provided support, strategies, homework tips & resource
materials to help their children at home
materials to help their children at home
••Attendance Incentives
Attendance Incentives

105

106

Lassen View
School
EESD

Behavior Support

TIER 3: FORMAL INTERVENTIONS

Mental Health Referral
Parent Support Group

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
•

•
•

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

Counseling Pyramid

Special ed, RSP visitor
Moving to Math
SRA Reach

SARB
Daily check-in,
Behavior support
plan

"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.

TIER 4:
SST
DRIVEN
LEARNING

TIER 2: NEEDS BASED LEARNING
*Differentiated/Leveled Classes
(Math/L.A.) Peer Coaching
RSP/SDC Support Collaboration
protected 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
•
•

•

**Identify
At Risk TIER
Academic
Behavior/Be
havior
Support/Cou
nseling
Piece/modifi
cation

1: STANDARDS-BASED CLASSROOM LEARNING:
*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

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

108

Sacramento County Office of Education

RtI Models - TLC
110



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.

TLC Continued
111












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.

ExCEL
112














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 highquality 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

CAST
113



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

The HAEA Model
114



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

115

QUICK SUMMARY AND
REVIEW

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

Universal Screenings
116









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

Teaching Core Programs Well
117

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
 Develop criteria for evaluating each


Maximized Instructional Time
118









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.

119







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.

120

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

In-Class Monitoring
121





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

122

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

123

In-Class Monitoring:








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

In-Class Interventions
124












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

125

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.

126

In-Class Interventions:






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.htm

Professional Development
127








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.

Tier 1 Components
128













Universal Screening
Initial Intervention
Strong Research-Based Core Curriculum
Quality Teaching with Differentiated Instruction
Benchmark Assessments
Essential Standards to Determine Areas for
Reteaching
In Class Interventions
In Class Monitoring

The BIG Ideas of RtI
129








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

Team Time
130









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.

Excell rti2 tier i instruction workshop

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