Maximizing Success for ALL Students:

Expanding Our Approach to Response to Intervention

Robert Crowe Vice President

135 S. Rosemead Blvd.Pasadena, CA 91107P. 626.744.5344Cell 626.831.4246bcrowe@actionlearningsystems.com

Becky SalatoDirectorResponse to Intervention

135 S. Rosemead Blvd.Pasadena, CA 91107P. 626.744.5344Cell 951.453.9563bsalato@actionlearningsystems.com

High Performing Districts/Schools Believe:

• All students can learn

• Success breeds success

• We control the conditions of success

What Conditions DO WE Control?

The Focus Principle

Focus on what ALL students should know and be able to do successfully. The focus of a school

includes clearly defined performance standards across the disciplines and through the grade

levels.

The Alignment Principle

Align all programs, practices, procedures, and policies to what we want ALL students to know

and be able to do.

The Expectations Principle

Expectations are high for ALL stakeholders (students, teachers, administrators, staff, and

parents). What we expect, align, and allocate time to is “what we will get.”

The Opportunity Principle

Opportunity for ALL stakeholders (students, teachers, administrators, staff, and parents) at their

highest potential is ensured by schools and districts that provide increased time, duration,

frequency, and access to research-based strategies known to increase achievement.

Value-Added Growth Goals

ALL Students Can Learn. ALL English Learners Can Learn English.

ALL Diploma-Bound Students Can Graduate from High School.

Goal #1Students will increase a minimum of one

performance level per year until Advanced.

Goal #2English learners will increase a minimum of

once language proficiency level per year until reclassified FEP.

Goal #3Increase High School

graduation rate.

Response to Intervention

Response to Intervention is a systematic, data-driven approach to instruction that benefits every student. RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions depending on a student’s responsiveness to increasing levels of intervention.

–National Center on Response to Intervention

Academic Learning Time

Nearly anyone can learn anything that is considered critical–if the learning is broken down into its essential “units” of understanding and if

the limit of time is removed.

“When time is the variable and learning is the constant, virtually all students can learn well.”

–Benjamin Bloom

Academic Learning Time

The Nature of the Intervention Changes with Each Tier

• Increasing intensity achieved by:

a) Teacher-centered, systematic, explicit (scripted) instructionb) Conducting it more frequentlyc) Adding to its durationd) Creating smaller and more homogenous student groupingse) Relying on instructors with greater expertise

• Conducted with a strong component of Data Analysis

• Always with a focus on transitioning back to less support

NOT A LIFE SENTENCE

A Three Tiered Model Tier 3 (Intensive)

Few students (theoretically). Intensive and comprehensive intervention. Replaces core.

High Intensity, in-depth skills analysis. Structure includes direct, interactive instruction, mastery

strategies, and scaffolds. Frequent assessment.

Tier 2 (Strategic)Some students. Support that supplements but does not supplant the core curriculum and is

based on student needs as identified by ongoing progress monitoring. Skills mastery and frequent

assessment.

Tier 1 (Benchmark)Most students. Preventive and proactive. Responsive,

quality instruction with ongoing progress monitoring within the general education classroom.

Who? What? Time?

just at or

at grade-level

within 2 years below grade level

2 + yearsbelow grade-level

(chronically under-performing)

academic-level standards

(alternative core)

grade-level standards

with extra support

grade-level standards +

++

+++

English/Language Arts Content Standards Mastery Opportunitiesas expressed by the Reading/Language Arts Framework for

California Public Schools and the Essential Program Components

The Right Class for the Right Amount of Time with the Right Instructional MaterialsBenchmarkStudents in the benchmark group are generally making good progress toward the standards but may be experiencing temporary or minor difficulties.

Benchmark English learner

Grade K: 1 hour dailyGrades 1-3: 2.5 hours dailyGrades 4-6: 2 hours dailyGrades 6-8: 1 to 2 hours dailyGrades 9-12: 1 period per semester ELD: Up to one hour daily

Program 1:Reading/Language Arts Basic Program  

Program 2:Reading/Language Arts—English-Language Development Basic Program

StrategicStudents in the strategic group may be one or two standard deviations below the mean according to the results of standardized testing. Strategic English Learner

Up to one extra hour daily  

ELD: Up to one hour daily

Program 1:Reading/Language Arts Basic Program   Program 2:Reading/Language Arts—English-Language Development Basic Program

IntensiveStudents in the intensive group are seriously at risk as indicated by their extremely and chronically low performance on one or more measures. Intensive English learner

2.5 to 3 hours daily   

ELD: Embedded

Program 4:Intensive Intervention Program in Reading/Language Arts 

Program 5:Intensive Intervention Program forEnglish Learners

* Program 3: Primary Language/English-Language Development Basic Program is the ELA and ELD core program for Benchmark and Strategic students being taught in the primary language

Mathematics Content Standards Mastery Opportunitiesas expressed by the Mathematics Framework for California

Public Schools and the Essential Program Components

The Right Class for the Right Amount of Time with the Right Instructional MaterialsBenchmarkStudents in the benchmark group are generally making good progress toward the standards but may be experiencing temporary or minor difficulties.

Grade K: 30 minutes dailyGrades 1-6: 60 minutes dailyGrades 6-8: 50-60 minutes dailyHS Algebra I: 1 period

SBE-Adopted Basic Core Materials

StrategicStrategic students are defined as demonstrating proficiency of mathematics standards within two grade levels and are unable to master grade-level standards.

Grade K: 15-30 extra minutesGrades 6-7: 30-60 extra minutesGrades 8: 30-60 extra minutesHS Algebra I: 1 extra period

SBE-Adopted Basic Core Ancillary Materials

IntensiveFor grades four through seven, students needing intensive intervention are defined as demonstrating proficiency of mathematics standards below two grade levels and are unable to master grade-level standards. For grade eight, mathematics intensive intervention students are defined as those who are achieving below seventh-grade mathematics standards. 

Grades 4-7: 15-30 extra minutesGrades 6-7: 30-60 extra minutes

Grades 8: 1 periodHS Algebra I: 1 period

SBE-Adopted grades four through seven Intensive Intervention Materials. These materials are not designed as a curriculum to replace basic core instruction. The intensive intervention materials are to be used when additional intervention support is needed. SBE-Adopted Algebra Readiness program. This program is a one-period, stand-alone, intensive program to prepare students to enter into grade-level Algebra I core classroom supported by an additional class of strategic support the following school year.

Student Schedule

Benchmark (just at or at grade level)

1 Core ELA 

2 Core Math/Algebra

3 Science

4 History-Social Science

5 Elective

6 PE

Strategic (within 2 years below grade level)

1 ELA  Support

2 Core ELA

3 Algebra Support

4 Core Algebra

5 Science and/or History

6 PE

Intensive(2+ years below grade level)

1 ELA State-Adopted Intervention

2 ELA State-Adopted Intervention

3 ELA State-Adopted Intervention

4 Math

5 Math Support

6 PE

Achievement-Driven Structure and Support

How Can We Control the Conditions of Success?

Perceived System Constraint Possible Solutions Grading and Report Cards

Seat Time and Calendar

Placement

Scheduling and Grouping

Teacher Assignment

Curriculum Pacing Guides

Data Warehouse and Reporting Systems

Student Labels

Response to Intervention

For school- and district-wide success, all students must be

correctly placed in the right class (program and instruction) for the right amount of time

with the

right teacher.

Organized Abandonment

• What do we STOP doing?

• What do we KEEP doing?

• What do we START doing?

Next Steps