Facilitation of LCMT Implementation in Your School

Slides taken from:

What is the Purpose of RtI?

RtI is: (1) providing high quality instruction/intervention

matched to student needs and, (2) using level of performance and learning rate over

time (3) to make important educational decisions to guide

instruction.

2

AlignmentChanging Educational Focus –

NCLB & IDEA

• Improved student outcomes• Early intervention and prevention • Use of evidence-based interventions• Data-driven accountability• Reduced need for disability label to

get assistance• Highly qualified teachers

3

Thinking Differently• Every Ed, not just special education anymore

• Focus on interventions not placement

• Aim of assessment is to identify effective interventions

• Effective interventions are identified prior to eligibility

• Student outcomes drive decisions

• Problem Solving & 3 Tier Model is continual and fluid

4

New Logic

5

• Begin with the idea that the purpose of the system is student achievement

• Acknowledge that student needs exist on a continuum rather than in typological groupings

• Organize resources to make educational resources available in direct proportion to student need

David Tilly, 2004

Competencies(Knowledge & Skills)

NationalAnd State

School, DistrictCommunity

RtIYour

ConditionsYour

Culture

YourCompetencie

s

YourContext

Context

Conditions (Beliefs & Attitudes)

Culture(Vision, Mission, Values, Goals)

Leading Change By:Thinking Systematically

Leading Change By:Thinking Systematically

EVERY ED. Belief

• Regular Education• Gifted/Talented• ELL• Title 1• Special Education• Cultural Diversity• Advanced Placement

3 Tier Model is for EVERY STUDENT!

Benefits of 3 Tier Model

3 Tier Model of instruction and intervention will help you to: – Know immediately, “Is what we are doing working?”

– Know which students need more/different– Know what each student needs– Provide structures to deliver what students need– Raise student achievement– Increase teacher capacity

Core Principles of 3 Tier Model

• Frequent data collection on student performance• Early identification of students at risk• Early intervention (K-3)• Multi-tiered model of service delivery• Research-based, scientifically validated

instruction/interventions • Ongoing progress monitoring - interventions evaluated and

modified• Data-based decision making - all decisions made with data

9

Stu

dent

Popu

lati

on

Student Smartness

VERY SLOW

SORT A SMART

VERY SMART

SORT A SLOW

SMART

Traditional: The Fish

Adapted from T.E.R.C. 2004

The Water…

I

C

E

L

O

IInstruction

Standards-Driven Learning Units, High-Quality Lesson Plans (Acquisition, Extending/Refining, Acceleration, Differentiation, Review); Research-Based Instructional Practices (i.e., previewing, explicit instructional skill/strategy, modeling, scaffolding, graphic organizers, summarizing), Student Movement (Grouping strategies, levels of support (instructional time, content, level, intensity)…

CCurriculum

Standards-Based (Benchmarks), Scientifically validated programs, Prioritized Maps, Alignment, Relevance, Rigor, Connections/Integration, Resources/Materials…

EEnvironment

Resource Rich Environments (i.e., materials, word walls, student work displayed); Peers (Expectations, Reinforcement, Values, Support); Classroom (Rules, Distractions, Seating, Schedule, Physical Plant), Home/Family Support, Culture, Climate

LLearner

Skills, Strategies, Motivation, Health, Family, Social/Emotional, Development, Engagement, Executive Functioning, Efficacy…

OOrganization

Resource Allocation, Scheduling, Systems, Structure, Management, Planning, Job Embedded Professional Development, Continuum of Services, Movement of Students, Instructional Time, Procedures…

Water Domains

HIGH RISK

MODERATE RISK

Adapted from T.E.R.C. 2004

A - ADVANCED

PROFICIENT/LOW RISK

Serving the Fluid Needs of ALL Using a Multi-Tier Model of Service Delivery

Serving the Fluid Needs of ALL Using a Multi-Tier Model of Service Delivery

BELIEFS AND PRACTICESReflect: Important Questions

1. Do we really believe that the purpose of the system is student achievement?

2. Do we really believe that all children can learn?3. Do we really believe that decisions are best made with data?4. Do we believe that our first focus should be on improving CORE

instruction ? Do our practices reflect this?5. Do we monitor the efficacy of our core program/instructional

routine? 6. Are we focused on LEARNING? Priorities!!

Cascade of Interventions

• Entire staff understands “triangle” and the available interventions at each Tier.

• Supplemental and intensive interventions are in addition to core instruction.

• A student intervention plan is a single document that is integrated across the tiers.

• Different tiers ensure that outcomes in Tier 1 are improved

• Tier 1 progress monitoring data are used for effectiveness determination for all Tiers

15

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Three-Tiered Model of School Supports & the Problem-solving Process

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ACADEMIC SYSTEMS

Tier 3: Comprehensive & Intensive Students who need individualized interventions.

Tier 2: Strategic Interventions Students who

need more support in addition to the core

curriculum.

Tier 1: Core Curriculum All students, including students

who require curricular enhancements for

acceleration.

BEHAVIOR SYSTEMS

Tier 3: Intensive Interventions Students who

need individualized intervention.

Tier 2: Targeted Group Interventions Students who

need more support in addition to school-wide

positive behavior program.

Tier 1: Universal Interventions All students in

all settings.

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Implications for Activitiesat Various Tiers

More

More

Less

Less

Measurement Frequency

Measurement Precision

Depth of Problem Analysis

Instructional Time

Measurement Focus

Applicable evidence-based interventions

Group Size

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Essential Questions• What do we want student to know, do, understand?• What are the key instructional practices for raising achievement

and closing the gap?• Why are consistent and pervasive so important?• Why should we focus on high quality--not just doing it?• What evidence do we have our teachers use the most effective,

research-based instructional routines strategies?• How does the school’s schedule and organizational patterns

contribute to raising achievement?

Tiers of Service Delivery

Behavioral Systems

Tier III: Intensive Cycle in addition to and in alignment with Core: Individual StudentsAssessment-basedIntense, durable procedures

Tier II: Targeted Group Interventions in addition to and in alignment with Universal Some At-Risk StudentsHigh EfficiencyRapid Response

Academic Systems

Tier II: Supplemental Cycle in addition to and in alignment with Core Some At-Risk StudentsHigh EfficiencyRapid Response

Tier I: Core Cycle All studentsPreventative, proactive

Tier III: Comprehensive/Intensive Cycle in addition to and in alignment with Core: Individual StudentsAssessment-BasedHigh IntensityOf longer duration

Tier I: Universal InterventionsAll students; all settings,Preventative, Proactive

How Does C-I-A Fit Together?

Addl.Diagnostic

Assessment

InstructionResults

Monitoring

IndividualDiagnostic

IndividualizedIntensive

weekly

All Students at a grade level

FALL WINTER SPRING

Behavior Academics

None ContinueWithCore

Instruction

GradesClassroom

AssessmentsYearly Assessments

GroupDiagnostic

SmallGroupDifferen-tiatedBy Skill

2 times/month

Step 1Step 2 Step 3 Step 4

SupplementalCycle

CoreCycle

IntensiveCycle

80-90%

10-20%

1-5%

1. Multi-Tiered Levels of Support• C-I-A Cycle

2. Problem Solving Frameworka) Small Group Problem Solvingb) Individual Problem Solving

Essential Components…

Problem Solving Framework

1. Problem Identification- What’s the problem?

2. Problem Analysis-Why is it occurring?

3. Intervention Design/Implementation-

What are we going to do about it?

4. Response to Intervention- Is it working?

Tier I

Tier II

Tier III

“To Do” List

• Make decisions on the basis of their impact on student learning

• Influence school culture to be one in which data are used collaboratively, continuously, and effectively to improve teaching and learning and close achievement gaps.

Remember…If you make a change and it feels comfortable…You haven’t made a changeLee Trevino