Response to Instruction & Intervention (RtI 2 ) Scotts Valley Presentation Using Differentiation to Provide Equity and Access for All Students

Response to Instruction & Intervention (RtI2)Scotts Valley Presentation

Using Differentiation to Provide Equity and Access for All Students

Agenda/Outcomes for Today Introduction and Overview of RtI2

The Connection between RtI and PLCs

RtI and your core program

Your data and RtI

LUNCH

Site Based Implementation Activity

Our Beliefs

RtI2 is not a program, but a process and framework for consolidating and using your existing resources wisely

RtI2 is designed to assure high levels of learning for all students

For all students to learn, we must: Start with a highly effective

research-based core instruction Systematically identify students

who are not succeeding in our core program

Provide additional time and support to struggling students

K-W-L Chart (L is for Later)

What do you Know now about RtI2?

What do you Want to know more about when it comes to RtI2?

RtI: A DefinitionResponse to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction (differentiation) or goals and applying student response data to important educational decisions.

RtI should be applied to decisions in general, remedial and special education, creating a well integrated system of instruction/intervention guided by student outcome data.

Source: School Level NASDSE Blueprint

Response to Intervention

What Is It? Why Do It? Is It Worth It? “Say Something*” Activity

Paired Reading Strategy Thinking-Out-Loud & Attentive Listening Individual & Shared Understanding

* ‘something’ might be a question, a brief statement, a key point, an interesting idea, or a personal connection

A Tiered Approach…

IEPs & Marathon Meetings

SSTs, & Marathon Meetings

PLCs/Data Teams, Grade Level/Dept. Teams, & Marathon Meetings

Progress Monitoring happens at each tier!

PBIS:

Family Support Teams

Over the past decade, two proven processes have been developed to achieve this goal:

The Three Big Ideas of a PLC

1. Focus on learning2. Build a collaborative culture3. Focus on results

Problem Solving Process (COI) Define the problem

Where are our gaps? Analyze the problem

Why is it happening? Develop a Plan

What shall we do about it? Evaluate

Did our plan work?

The RtI2 – PLC Link Marathon Meetings

Strengths, concerns, interventions, desired outcome, action plan, time-line, follow up, meet 3 times a year

(Team can consist of Teacher, Psych, Speech Therapist, Admin, Counselor, other Resource Teachers)

In a PLC, Collaborative TeamsFocus on Three Key Questions

1. What do we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they have/haven’t learn?

The RtI2 – PLC Link

Think Pair Share

Improving you Core ProgramBig Ideas1. Use academic and behavioral data to inform

decisions.2. Increase the intensity of the program for struggling

students.3. Use research-based, scientifically validated

instructional procedures (INSTRUCTION – how to teach).

4. Use research-based, scientifically validated curriculum (INTERVENTIONS – what to teach) and materials.

Source – Anita Archer, Response to Intervention, The Big Picture.

#1 Use academic and behavioral data to inform decisions. Screening Diagnostic

Specific measures of: Decoding Encoding Fluency Comprehension

Program specific placement tests

Progress Monitoring Curriculum-based assessment measures (DIBELS, AIMSweb, MAP) Program specific assessments Tier 1 – Progress monitoring three times a year (benchmarks) Tier 2 – Frequent progress monitoring at least once a month (text, teacher

made) Tier 3 – More frequent progress monitoring

Source – Anita Archer, Response to Intervention, The Big Picture

#2 Increase the intensity of the program for struggling students.

Increase time spent on targeted areas.

Reduce group size.


#2 Increase the intensity of the program for struggling students Reduce group size. Example: Elementary

Idea A: Establish different 90 minute reading blocks for k-1, 2-3, 4-5. When students are not in reading blocks, they can be “pulled out” for Tier 2 and Tier 3 interventions.

Idea B: Establish 90 minute reading blocks and an additional grade-level 20 – 40 minute intervention period. All students go to a class for specialized instruction including intervention.

Idea C: Extend the 90 minute reading block to 120 – 150 minutes and provide intervention with the classroom

Source – Anita Archer, Response to Intervention, The Big

Picture

# 3 Use research-based, scientifically validated instructional procedures (how to teach). Explicit instruction

Relentless

Engaging Delivery

(Take a minute to discuss with a partner, what each of these looks like in a classroom.)


# 3 Use research-based, scientifically validated instructional procedures (how to teach).

Explicit Instruction Instruction is direct versus indirect (discovery).

Instructional languages, explanations, and directives are clear and unambiguous.

Instructional routines are used again and again.



Explicit Instruction of Skills/Strategies

Model I do it. My turn. Prompt We do it. Let’s do this together. Check You do it. Your turn.

( GRR – Gradual Release of Responsibility )



Explicit Instruction of Concepts (vocabulary)

1. Introduce the word.

2. Provide a “student-friendly explanation.”

3. Illustrate with examples.

4. Check for understanding.



Relentless Adequate initial practice opportunities Distributed review Cumulative review

Tier 3 students may require 10 – 30 times as many practice opportunities as peers.

Teach to mastery. Let’s not leave students over exposed and

underdeveloped.Source – Anita Archer, Response to Intervention, The

Big Picture


Delivery Skills

1. Require frequent responses.2. Monitor student performance carefully.3. Provide immediate affirmative and corrective

feedback.4. Deliver the lesson at a brisk pace.


#4 Use research-based, scientifically validated curriculum (what to teach) and materials.

Curriculum (What to teach)

Focus on the BIG FIVE Phonemic awareness Decoding Fluency Vocabulary Comprehension



Example – Elementary Tier 2 – Supplemental targeted skill interventions

Kindergarten Phonemic awareness Letter – sound associations Beginning decoding

First Grade First half of year

Decoding single syllable words Decoding multisyllabic words High frequency words

Second Grade Decoding single and multisyllabic words Encoding High Frequency Words Fluency of word reading Reading connected text accurately and fluently



Tier 2 – Supplemental targeted skill interventions Second and third grade

Decoding single and multisyllabic words Encoding (spelling) same words High frequency words Fluency of word reading Reading connected text accurately and fluently Literal comprehension Comprehension strategies such as story retell, summarization, prediction

Third, fourth, fifth grade Decoding multisyllabic words Encoding (spelling) same words Reading connected text accurately and fluently Passage vocabulary Literal comprehension Comprehension strategies such as story grammar (narrative), “getting the gist” or

paragraph shrinking (expository), mapping/webbing Writing summaries


RtI2 and Your Core Program

Think Pair Share

RtI2…WHAT IT IS WHAT IT IS NOT

Represents a way of:

Using data to examine the system in relation to most important results.

A panacea!

Structuring thinking so that we don’t miss anything.

A curriculum, an intervention, or a program.

Identifying strategies with a high probability of improving student performance and knowing if they work.

Hoops to jump through.

Common sense into practice – Fullan

(You are your own best experts)

Easier than what came before.

- David Tilly, 2008

What does your data say?

Strengths Gaps Next Steps

Math

Reading

Lunch Time

RtI2 Visual SynecticResponse to Instruction & Intervention is like…

… because …

Greek Root -

Syn = bringing together

Greek Root -

ectics = diverse elements

Core Components – RtI2 Core components to a strong Response to Instruction and Intervention (RtI2).

A cohesive RtI2 process integrates resources from general education, categorical programs and special education into a comprehensive system of core instruction and interventions to benefit every student. The following core components are critical to the full implementation of a strong RtI2 process.

California Department of Education (http://www.cde.ca.gov/ci/cr/ri/rticorecomponents.asp)

#1 High-quality classroom instruction.

Students receive high-quality and culturally relevant, standards-based instruction in their classroom setting by highly qualified teachers.

#2 Research-based instruction

The instruction that is provided within the classroom is culturally responsive and has been demonstrated to be effective through scientific research.

#3 Universal screening

School staff assess all students to determine students’ needs. Based on the collected data, school staff determine which students require close progress monitoring, differentiated instruction, additional targeted assessment, a specific research based intervention, or acceleration.

#4 Continuous classroom progress monitoring

Classroom performance of all students is monitored continually within the classroom. In this way, teachers can identify those learners who need more depth and complexity in daily work and those who are not meeting benchmarks or other expected standards and adjust instruction accordingly.

#5 Research-based interventions

When monitoring data indicate a lack of progress, an appropriate research-based intervention is implemented. The interventions are designed to increase the intensity of the students’ instructional experience.

#6 Progress monitoring during instruction

and interventions

School staff use progress monitoring data to determine the effectiveness of the acceleration or intervention and to make any modifications, as needed. Carefully defined data are collected on a frequent basis to provide a cumulative record of the students’ progress, acceleration and/or response to instruction and intervention.

#7 Fidelity of program implementation.

Student success in the RtI2 model requires fidelity of implementation in the delivery of content and instructional strategies specific to the learning and/or behavioral needs of the student.

#8 Staff development and collaboration

All school staff are trained in assessments, data analysis, programs, and research-based instructional practices and strategies. Site grade level or interdisciplinary teams use a collaborative approach to analyze student data and work together in the development, implementation, and monitoring of the intervention process.

# 9 Parent involvement

The involvement and active participation of parents at all stages of the instructional and intervention process is essential to improving the educational outcomes of their students. Parents are kept informed of the progress of their students in their native language or other mode of communication, and their input is valued in making appropriate decisions

# 10 Specific Learning Disability Determination The RtI2 approach may be one component of

Specific Learning Disability determination as addressed in the Individuals with Disabilities Education Act of 2004 statute and regulations. As part of determining eligibility, the data from the RtI2 process may be used to ensure that a student has received research-based instruction and interventions.

Core Components Activity What is you current reality?

Count off into 7 groups. Examine and discuss one or two of the key components in

depth. Summarize which of the elements within that component

are already in place at their site. Also discuss which elements your site could target in the

future. Take a gallery walk and add your thoughts to each of the

components chart. Charts will be used for site based decision making around

next steps.

A Moral Responsibility

“Our work must be driven by the knowledge that our collaborative efforts will determine the life long success or life-ending failure of our students.”

-Pyramid Response to Intervention

Documents

Response to Instruction & Intervention (RtI 2 ) Scotts Valley Presentation Using Differentiation to Provide Equity and Access for All Students