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Excell rti2 tier i instruction workshop

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  • Should we align these?
  • It should go without saying that all students need access to quality instruction. Without it many more students will need supplemental and/or intensive intervention.
  • Are the students being actively taught curriculum? They are made responsible for their own learning.
  • Not all of a standard needs to be included as ”Essential”
  • Review following each year of use – for revisions, reordering of curriculum
    Review state test scores in cluster areas – do we need revisions based on how our students are scoring and/or professional development
  • HATTIE’S RESEARCH: FORMATIVE STUDENT ASSESSMENT WITH FEEDBACK = .073 IMPACT
    A new book by Jan Chappuis presents seven strategies for helping students take control of their own learning.
    “Effective feedback shows where we are in relationship to the objectives and what we need to do to get there.
    “And, effective feedback allows us to tap into a powerful means of not only helping students learn, but helping them get better at learning.”
    ~ Robyn R. Jackson
  • Many Reading/Language Arts Standards will be practiced all year.
    Determine which Essential Standards you will want data on from the beginning Benchmark Assessment, based on what has been taught to that point in the year.
  • Consider all assessment in Calendar. STAR, CAHSEE, chapter, benchmark, etc.
  • Sample from Enterprise Elementary School District
  • Effective corrective processes have 3 essential characteristics that make student engagement in the instruction significantly different from the initial learning activity:
    Pages 128-129
  • Is there a need for more professional development in a specific area/aspect of instruction?
    Is there a need for deeper content knowledge for staff?
    Is there a need for coaching?
    Have teachers been trained in how to implement the curriculum with fidelity?
  • Done by noon
    LUNCH 12-1 pm
  • Done by noon
    LUNCH 12-1 pm
  • Done by 9 am
  • 1:45-2:30
  • Done by 1:50 pm
  • Transcript

    • 1. 1 RESPONSE TO INSTRUCTION AND INTERVENTION – RTI2 TIER ONE Bruce L. Mims, Ed.D.
    • 2. 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
    • 3. 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
    • 4. 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)
    • 5. 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).
    • 6. 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.
    • 7. 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)
    • 8. Tier 3: Intensive Interventions Tier 2: Supplemental Interventions Tier 1: Core Program
    • 9. Tier 3: Intensive Interventions Tier 2: Supplemental Interventions Tier 1: Core Program
    • 10. Tier 3: Intensive Interventions Tier 2: Supplemental Interventions Tier 1: Core Program
    • 11. 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
    • 12. 15 ys ytis n ti e net n t II no n gn s noitt n gnis ae i n evi aer cn evrr e r cnI etnI f I tn Ifo o 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
    • 13. 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.
    • 14. 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?
    • 15. 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
    • 16. 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 
    • 17. 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
    • 18. Thoughts to Remember Thoughts to Remember 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.
    • 19. 22 UNDERSTANDING UNIVERSAL SCREENING AND INITIAL IDENTIFICATION Rita Mitchell
    • 20. 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
    • 21. Goals of Screening 24  Fast, efficient, and respectful  Include all children and youth of interest
    • 22. Universal Screening Outcomes 25    Reduces discretion in teacher referral process Each student identified must be served Assess prevalence and build systems to match needs
    • 23. Universal Screening Outcomes 26  Process of finding the right customers  Decision Making Rules   Core, strategic, intensive tiers Using cut scores
    • 24. 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 Differentiated Instruction Supplemental Researched base materials approved by CDE For example: • Sounds and Letters • Phonics for Reading • Language for Learning • Saxon Phonics -PALS
    • 25. Cut Scores for Fifth Grade 28 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 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 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
    • 26. Cut Scores Sixth, Seventh, Eighth Grade 29 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 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
    • 27. 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?
    • 28. 31 DELIVERING QUALITY TEACHING OF CORE PROGRAMS WITH DIFFERENTIATED INSTRUCTION & IN-CLASS MONITORING Rob Adams
    • 29. 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? •
    • 30. 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.
    • 31. 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 
    • 32. 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?
    • 33. One model might look like… 36 Debra Pickering Asilomar 2010
    • 34. The Art and Science of Teaching SEGMENTS ENACTED ON THE SPOT ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS 37
    • 35. 38
    • 36. 39
    • 37. 40
    • 38. 41
    • 39. 42
    • 40. 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. 
    • 41. Another Model 44  Areas of Expertise in model     Instructional Communication Engagement Direct Instruction Classroom Management
    • 42. Another Model 45   Then, Develop an agreed-upon common language/model of instruction. Finally, Develop criteria for evaluating each aspect of teacher expertise included in your model.
    • 43. 46
    • 44. 47
    • 45. 48
    • 46. 49
    • 47. 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
    • 48. 51 ASSUMPTIONS BEHIND DIFFERENTIATED INSTRUCTION
    • 49.      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.
    • 50. Rack of Learning Options 53
    • 51. Feeling a bit overwhelmed 54 Feeling a bit confined
    • 52. What’s the Point? 55 Readiness Growth Interest Learning Profile Motivation Efficiency
    • 53. Parts of the Learning Puzzle 56 Learning Profile
    • 54. “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.”
    • 55. 58 ESSENTIAL STANDARDS, INCLASS MONITORING, BENCHMARK ASSESSMENTS, AND RETEACHING, AND NEXT STEPS BASED ON DATA Jennifer Baker
    • 56. 59 What are “Essential Standards”?  Grade level/content standards that students must master in order to be successful in school.
    • 57. Essential standards 60 PURPOSE  To determine which standards should be taught to MASTERY for all students.  To explicitly articulate HIGH EXPECTATIONS for all students.
    • 58. Essential Standards = Core Curriculum 61 A subset of A subset of skills & skills & concepts concepts Essential Standards CA Standards Enrichment
    • 59. 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
    • 60. 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?
    • 61. 64 Enterprise Enterprise Elementary Elementary Grade 6 Grade 6 Example Example
    • 62. Essential Standards - Identified on Blueprints 65 Red Bluff Red Bluff Elementary Elementary School District School District Gr. 2 Example Gr. 2 Example
    • 63. 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.
    • 64. 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…
    • 65. Pacing Calendars 68  Standards taught within the same window  Common Assessments given in the same time frame  Reteaching opportunities that can be shared
    • 66. 69 Redding School District Key Standards and Pacing Guide Grade 1 Math Example
    • 67. 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 ••
    • 68. 71
    • 69. 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
    • 70. In-Class Monitoring 73  Feedback  Checking for Understanding
    • 71. 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.
    • 72. 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
    • 73. 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.
    • 74. 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
    • 75. 78 Assessment Calendar
    • 76. 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?
    • 77. 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
    • 78. 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%
    • 79. 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
    • 80. 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)
    • 81. 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?
    • 82. 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
    • 83. 86 Identify Identify Individual Individual Students for Students for Extra Support Extra Support
    • 84. 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.
    • 85. 88 3 Characteristics of Effective Reteaching
    • 86. Sample reteaching form 89
    • 87. 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
    • 88. 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
    • 89. 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?
    • 90. Fairview School 93  Orland School District  3rd-5th grade  57 point API growth 2010
    • 91. 94 IDENTIFYING PROFESSIONAL DEVELOPMENT CONSIDERATIONS AND USING PLCS EFFECTIVELY FOR TIER 1 Doreen Fuller and Conde Kunzman
    • 92. 95 Purpose of Focused Professional Development  To train all school staff in assessments, data analysis, programs, and research-based instructional practices and strategies.
    • 93. 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
    • 94. 97 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.
    • 95. 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
    • 96. 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.
    • 97. 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?
    • 98. 101 Team Time
    • 99. 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?
    • 100. 103 Team Time
    • 101. 104 GRAPHIC REPRESENTATIONS OF RTI .
    • 102. 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
    • 103. 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 •
    • 104. 107
    • 105. 108 Sacramento County Office of Education
    • 106. 109 RTI COMMERCIAL MODELS .
    • 107. 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.
    • 108. 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.
    • 109. 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
    • 110. 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
    • 111. 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
    • 112. 115 QUICK SUMMARY AND REVIEW No, we will not go through each slide in detail.
    • 113. 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
    • 114. 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 language/model of instruction.  Develop criteria for evaluating each 
    • 115. 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.
    • 116. 119 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.
    • 117. 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
    • 118. 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
    • 119. 122 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
    • 120. 123 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
    • 121. 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
    • 122. 125 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.
    • 123. 126 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.htm
    • 124. 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.
    • 125. 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 Focused Professional Development Maximized Instructional Time In Class Interventions In Class Monitoring
    • 126. 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
    • 127. 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.
    • 128. 131 Team Time

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