Response to Intervention at Brown International Academy Suzanne Loughran Sally Whitelock

Response to Intervention

at Brown International

AcademySuzanne LoughranSally Whitelock

Driving Forces of School Change

Shifting From: To:

A teaching focus A learning focus

Teaching as a private practice Teaching as collaborative practice

School improvement as an option School improvement as requirement

Accountability Shared responsibility

Driving Forces of School Change

Shifting From: To:

State Standards Common Core Standards

Discrepancy model for LD RTI model for LD

Curriculum pacing guides Data Driven Decision Making

My students Our Students

Couldn't help it ma, that first step is a a big one!

RTI

“is the practice of providing high-quality research based instruction and interventions matched to student needs, monitoring progress frequently and utilizing student data to make instructional decisions.”

RTI

“is characterized by a systematic approach to allocating resources, whereby students access appropriate levels of support and intervention, given their academic and/or behavioral needs.”

“The goal of the process is accelerating learning for all students, and driven by a belief that all children can learn and achieve high standards as a result of effective teaching.”

Renaissance Learning

RTI

In Colorado a three-tiered delivery system is recommended which groups students with common needs which can be met with more intensive, sometimes different instructional approaches than the core curriculum.

Tier 1

Represents the majority of students (Ideally 80%) predominantly served by the core instructional programs.

Tier 1 instruction includes research-based curricula and instructional strategies that are aligned with Colorado State Standards and Benchmarks. It utilizes flexible grouping and focuses on specific data driven learning targets.

Tier II

Tier II represents a smaller group of students (10-15%) who may require specific interventions to achieve the learning rate necessary to meet grade level academic benchmarks.

Interventions are strategies, “targeted” or “supplemental” and may or may not be different from the core programs, or adaptations of it depending on the outcome of the data team problem-solving process.

Tier III

Tier III represents an even smaller group of students (5-10%) who need “intensive” intervention.

Students in Tier III generally need more time in intervention groups to make progress and require more systematic slower paced instruction with more practice cycles. In some cases it may be the same curriculum used in Tier II but intensified in frequency, duration and practice cycles.

Development of RTI at BrownMajor Components of Brown’s RTI Model

School-wide vision and structures

Core Curriculum

Assessment process

Data Based Decision Making

Group Development

Components of RTI at Brown School-wide vision and structures

Vision Use of Resources: Flooding and Technology Professional Development

Core Curriculum and Interventions Guaranteed and Viable Core Curriculum Research-base Tier 2 and 3 interventions

Assessment Screening Assessments Formative Assessments Progress Monitoring Summative Assessments

Data-based Decision Making School Improvement Goals & Plan Collaborative problem-solving in weekly data teams Student Intervention Teams

Group Development Problem solving protocols Data driven dialogue Essential Agreements

School-wide vision and structures

At Brown International Academy

School-wide Vision and Structures Vision

High expectations IB PYP program and philosophy Standards-based instruction Collaborative problem solving and collective responsibility

School-wide Vision and Structures Use of Resources

Daily Schedule Driven by the flooding model (for Tier 2 and 3 interventions) Ensures daily core instruction and interventions for reading and math Maximizes resources in the building

Technology Purchased assessment resources (STAR reading, SEL, STAR math) Intervention resources (Larson math, iSucceed Math, Math Facts in a

Flash) All teachers in the school

Budget for intervention teachers Use Spanish teacher and Librarian

Flooding ModelGrade 1&2 Grade 3 Grades 4&5

9:00-

10:00

FAST

Open Court

Open Court

Reading/Writing

Skills

Flooding(Guided Reading, AR, Interventions)

10:00-

11:00

Flooding(Guided Reading, AR, Interventions)

Writing Alive Open Court

Reading/Writing

Skills

11:00-

12:00

Writing Alive Flooding(Guided Reading, AR, Interventions)

Writing Alive

Flooding Model - TeachersGrade 1:

Tier 1 – 3 classroom teachers

Tier 2 – 1 intervention teacher, 1 classroom teacherTier 3 – 1 special education teacher

Grade 2:Tier 1 – 2 classroom teachers

Tier 2 – 1 intervention teacherTier 3 – 1 special education teacher

Grade 3:Tier 1 – 2 classroom teachers

Tier 2 – 1 intervention teacher Tier 3 – 2 special education teachers

Grade 4 and 5:Tier 1 – 3 classroom teachers and the librarian

Tier 2 – 1 classroom teacher, 1 intervention teacherTier 3 – 2 special education teachers

School-wide Vision and Structures Professional Development

Teacher leaders School leadership team Additional training Collaborative process

Professional learning community Year long focus on one professional development topic Data teams to support professional collaboration and learning Weekly collaboration grade level meetings Long and short range planning

Job-embedded professional development and coaching Literacy facilitator IB coordinator Teacher leaders

Core Curriculum and Interventions


Core Curriculum and InterventionsAt Brown, first we focused on:

Ensure a Guaranteed and Viable Core Curriculum in reading, writing, math and social studies/science (Tier 1)

A Core Curriculum must be implemented: School-wide Grades ECE-5 In all content areas With fidelity With ALL students

Guaranteed and Viable Curriculum For ALL students at Brown

Literacy Open Court- grades ECE-5, 30 minutes per day FAST phonics- grades K-2, 15-30 minutes per day Writing Alive – grades K-5, 60-90 minutes per day Small reading groups/guided reading- grades 1-5, 20-30 minutes per day

(Benchmark Books) Accelerated Reader program during independent reading, 20-40 min/day

Math Everyday Mathematics Larson (K-2) and Isucceed (3-5) computer based math program

Social Studies/Science IB Units of Inquiry

Social-Emotional/Behavioral Code of Conduct and Essential Agreements IB attitudes and Learner Profile Bully Proofing program

Core Curriculum and InterventionsAt Brown, next we focused on:

Implemented research-based interventions (Tier 2 and Tier 3) for all students below grade level proficiency.

Research-based Interventions Implemented (Tier 2 and 3):

For all students who need it, based on universal screening and summative assessment data

With fidelity First in reading, then in math

Research-based Tier 2 Interventions

Literacy Additional Time – 60 minutes, small group

Flooding, increased direct instruction, decreased independent reading

Six Minute Solutions fluency intervention Corrective Reading Spellography KPALs/PALs

Math Larson or Isucceed math program – special curriculum Number Worlds tier 2 intervention (small group)

Social emotional/Behavior Behavior Report Cards Classroom modifications and parent communication Counseling groups when appropriate

Research-based Tier 3 Interventions Literacy

Additional Time – 60 minutes, small group Flooding, increased direct instruction, decreased independent reading

Corrective Reading Wilson Fundations Edmark

Math Larson and Isucceed math program – special curriculum Number Worlds tier 3 – small group

Social emotional/Behavior Behavior Plans Classroom modifications and parent communication

Core Curriculum and Interventions

Tier 1 – All studentsLiteracy:Open CourtFASTARWriting Alive

Mathematics:Everyday MathLarson/Isucceed

Social-Emotional:IB AttitudesLearner ProfileCode of ConductBully Proofing

Tier 2 – goal 10% of students

Literacy:Six Minute SolutionsCorrective ReadingSpellographyKPALs/PALS

Mathematics:Number Worlds - Tier 2Larson/Isucceed

Social-Emotional:Behavior report cardsPoint SheetsCounseling groups


Literacy:FundationsWilsonEdmark

Mathematics:Number Worlds - Tier 3Larson/Isucceed

Social-Emotional:Individual Behavior plansCounseling groups

How is RTI currently structured in your school?

Assessment


Assessment

To achieve an effective RTI model reliable and regular data must be available to:

Identify the academic and behavioral needs of studentsInform collaborative problem solvingDesign instruction aligned with student needsEvaluate the effectiveness of curricular programs interventions and instructional practicesDetermine if students are achieving grade level proficiencies

RTI Assessment

Summative Assessments

Screening Assessments

Formative Assessments

Progress Monitoring

Diagnostic Assessments


Assessments that occur after learning to document individual or group achievement

or mastery of standards. They measure achievement at a point in time for purposes

of reporting and accountability.


At Brown, first we focused on:

Ensure that teachers could administer and interpret district mandated assessments appropriately:

Summative Assessments (including High Stakes tests) Administered 1 to 3 times per year Used to support goal setting

School Improvement Plan Power standards

Used to support instruction Data Teams and SMART goals

Used to identify students needing interventions Placement of students in Tier 2 and 3 interventions

Summative Assessments at Brown

CSAP – State assessment test Grades 3-5 Reading, Writing, Math Used to develop power standards

DRA2 – required state assessment for CBLA Grades K-5 Reading

DPS Benchmark Assessment Grades 3-5 Reading, Writing, Math Graphs examined during data teams

Screening Assessments

Assessments that occur three times per year (August, December, May) that are predictive of High Stakes testing and identify students who are at-risk of academic failure. They measure achievement at a point in time for the purpose of identifying students who are in need of academic interventions.

Screening AssessmentAt Brown, next we focued on: Determine if additional screening assessment

information is needed.

Universal Screening 1 to 3 times per year Used to support instruction

Data Teams SMART goals

Used to identify students needing interventions Placement of students in Tier 2 and 3 interventions

Universal Screening at Brown

DIBELS Grades K-5 Basic Early Literacy skills Graphs examined during data teams

STAR/STAR Early Literacy and STAR math Grades K-5 Diagnostic and Growth Reports

Formative Assessment

Assessment “for” learning conducted throughout teaching and learning to diagnose student needs, plan next steps in instruction and provide students with feedback to improve their work.

Richard Stiggens

Formative AssessmentAt Brown, next we focused on:

Implement use of formative assessments and progress monitoring assessments.

Formative Assessments Used to inform instruction

SMART goals and action plans) Used to adjust intervention groups as needed

Progress Monitoring Every 1-2 weeks for all students receiving interventions Used to inform instruction of students in Tier 2 and 3

SMART goals and action plans Used to adjust intervention groups as needed Goal: close the achievement gap

Formative Assessments at Brown Accelerated Reader (AR)

STAR Early Literacy diagnostic reports STAR reading growth reports Open Court assessments Guided Reading informal observations

Benchmark Books Writing Alive rubrics Everyday Math assessments

RSAs Unit Assessments

STAR math I succeed and Larson data

Progress Monitoring

Progress monitoring assessments are quick, reliable, regularly administered assessments that are sensitive to change and used to:

Determine student’s rate of progress and growth Provide information about effectiveness of instruction and

interventions Identify areas of need for future instruction Analyze and interpret gaps between benchmarks and

student achievement

Progress Monitoring at Brown

(Tier 2 & 3) Literacy DIBELS – Phoneme Segmentation Fluency, Nonsense

Word Fluency, Oral Reading Fluency Classroom and Intervention curriculum assessments (Wilson,

Fundations, Corrective Reading, KPALs/PALs, Benchmark Books, etc.)

AR, STAR reading and STAR Early Literacy Math

Math Facts in a Flash STAR math

Behavior Behavior report cards

Diagnostic Assessments

Provide in-depth reliable assessment of targeted skills

Provide information for planning more effective instruction and interventions

Assessment

Tier 1 – All studentsLiteracy:CSAPDRA2DPS BenchmarkDIBELSSTAR/STAR Early Literacy

Mathematics:CSAPDPS BenchmarkStar math

Social-Emotional:AttendanceOffice referralsTeacher concerns

Tier 2 – goal 10% of studentsLiteracy: 1x/weekDIBELSCorrective Reading assessmentsSTAR Early LiteracySTAR reading

Mathematics:Math facts in a flashNumber Worlds assessments

Social-Emotional:Behavior report cardsPoint Sheets


Literacy: 1x/weekDIBELSIntervention based assessmentsSTAR Early Literacy

Mathematics:Math facts in a flashNumber Worlds assessments

Social-Emotional:Teacher Behavior plan documentation

What are some of the major challenges you have faces related to assessments?



Data Driven Decision Making

A major feature of the RTI Model is its use of data to drive the decision-making process at the school, classroom and individual levels. Data are most helpful when they are used for self assessment and combined with reflection, problem-solving and discovery and planning.


“Data driven dialogue is a collective process designed to share common understanding of issues and events using information from a variety of sources.” Colorado Dept. of Education

“When teachers operate in professional communities and take collective responsibility for student learning, they produce school-wide gains in academic achievement.” Louis, Kruse, & Marks, 1996

Data Driven Dialogue

“Reflective dialogue about important matters is at the heart of such communities (Professional Learning Communities). In these schools, teaching and learning are public acts to be shared, examined, analyzed and refined.”

Wellman & Lipton, 2004



School Level

Grade Level

Grade Level Groups

Target Groups

Individual Students (SIT)

Data teams

Weekly grade level teams are held:

Goal: In a collaborative manner, teachers will effectively analyze data and use data to inform instruction.

Six week rotation: reading, writing, math Two weeks on each

Review all data for the content area Look at data for groups of students Adjust flooding groups every 6 weeks

Data Team Process

Collect data Analyze data

Explore and Observe data Explain (interpret) data

Identify a target group of students Develop a SMART goal (action plan) Take Action

Identify essential learnings Determine Action Steps Determine frequency, location, and time

Determine results of their instruction (SMART goal)

Brown International Academy – Data Team Process and DocumentationDate______

Teacher Name: Grade: Curricular Area: Unit #: Title:

The Data Team Process Step 1: Collect and Chart Data

Step 2: Analyze Data: Observation and Explanation

Step 3: Action Planning: Setting Goals and Determining Instructional Strategies

Step 4: Determining Results

1. Collect and Chart DataBrown data will include: Reading: CSAP, Benchmarks, STAR, STAR Early Literacy, AR, DIBELS, DRA2; Writing: CSAP, Benchmarks, writing samples/rubrics, Writing Alive writing records; Mathematics: CSAP, Benchmarks, Math CBMs, EDM RSAs, EDM Unit assessments.#/% Proficient Sutdents: _________________ #/% PP Students: _________________ #/% U Students__________________

2. Analyze Data

ObservationsIdentify patterns, trends and key scores. Record factual statements about data, including areas of continuing need and strengths.

ExplanationsWhat is needed to support students in achieving proficiency?What additional data sources are needed to support your explanation?

Brown International Academy – Data Team Process and DocumentationDate:_____

Teacher Name: Grade: Curricular Area: Unit #: Title:

The Data Team Process Step 1: Collect and Chart Data

Step 2: Analyze Data: Observation and Explanation

Step 3: Action Planning: Setting Goals and Determining Instructional Strategies

Step 4: Determining Results

3. Action PlanningTarget Students/Group: _________________________________________________________________________________Setting Goals: Our current SMART goal is as follows:The % of (student group) ______________________________ scoring proficient and higher in (content area/essential

learning/power standards) _________________________Will increase from (current reality %) __________________(goal %) ____________________By (date) ____________________________ as measured by (assessment tool)___________________ administered on (date.)

Determining Instructional Strategies

Essential Learning Action Steps(Explicit behaviors, interventions, strategies & technique methods)

Frequency/Location/Time Frame:

4. Determining Results:Date: _________ #/% P Students: ____________ #/% PP Students: ______________ #/% U Students: _______________

Take our your data team exemplar.

What do you notice about how teachers use data to inform instruction?

STAR Early Literacy

Score Distribution Report

STAR Early Literacy

Progress Monitoring

STAR Reading Growth Report

AR Diagnostic Report

DIBELS ORF – Universal Screening

DIBELS

NWFProgress

Monitoring

DIBELS First Grade Benchmarks Nonsense Word Fluency

0

5

10

15

20

25

30

35

Date of Assessment

# No

nsen

se W

ords

Rea

d

STAR Math Growth Report

STAR Math

Progress Monitoring

Math Facts in a Flash

STAR math

Setting Student

Progress Monitoring

Goals

STAR Math

Student Progress

Monitoring Report

STAR Math

Student Progress

Monitoring Report

What standardized assessments do you use to progress monitor and diagnose student needs on an on-going basis?

How frequently do you collect this data?

Student Intervention Teams If students are not improving achievement as

they are being monitored during the data team process, they are referred to the SIT team. Students may be referred due to lack of progress

in: Reading Writing Math Behavior

Students may be referred by: teacher, administrator, parent, etc.

Student Intervention Teams Problem solving teams

Purpose: to develop an individualized plan for a student not making adequate progress:

As demonstrated by Progress Monitoring data In relation to their peers

Classroom teacher brings achievement, attendance, social-emotional data, etc.

The literacy facilitator or School Psychologist leads the group through the process

A plan is developed which includes: A research based intervention A progress monitoring tool A follow up date

Student Name: Grade: ID: DOB: Classroom Teacher: School: Date: Present at the meeting: The purpose of this meeting is to:Identify the problem and its contributing issues and develop a Student Action Plan. Determine who will collect the progress monitoring data and intervals for progress

monitoring. A follow-up meeting should be scheduled 6-8 weeks from today.

Denver Public Schools SIT Intervention Plan

Presenting Problem: (Specific, observable, and measurable description of most concerning problem)

Data and Evidence:

Contributing Issues: (Instructional methods/materials, classroom environment, readiness/motivation of student, etc.)

Problem Statement and Possible Causes: (Based on the data and contributing issues list 3-4 possible reasons for the problem. ie. Attendance, poor phonetic skills, limited ability to focus)

Solutions: Brainstorm at least 2 solutions to Primary ProblemOption 1:Option 2:

Measurable Goal (SMART GOAL): Student will improve by as measured by .

Research-based Intervention Provider Setting Frequency Start End Tier

Progress Monitoring Tool(s) Person Res FrequencyBaseline

Interim Interim Interim Target

Additional notes:________________________________________________________________________________________________________________________ ______________________________Parent Signature DateFollow up meeting scheduled for: Follow-up Meeting: Student: Date:

Student Intervention Teams If students receive Tier 2 intervention and

then Tier 3 intervention and do not make appropriate achievement gains Students are not Responding to Interventions Students will need years of intervention to close

the achievement gap Then, the Student Intervention Team will make a referral

to the Special Education Team for a special education evaluation. Data gathered from the SIT will be used for evaluation support: All research based interventions documented All progress monitoring data documented IEP meeting

Group Development


Group Development Attention to Task Task designs are learning focused and congruent with organizational values

and goals. Tasks are time and energy efficient i.e. clear agenda, define product

success, use data to make decisions.

Attention to Process Shared tools, structures and protocols Structured learning-focused conversations and norms of collaboration

Attention to Relationships Shared norms & values Balanced participation Members seek & honor diverse perspectives Teaching practices actively questioned & calibrated against agreed upon

standards Comsistently using data to self assess and reflect

Group Development PD at Brown

Adaptive Schools: Building Collaborative Teams

Critical Friends

Facilitative Leadership

Data Driven Dialogue

Tointon Leadership Institute

IB Training in Inquiry and Action research

Conclusion

RTI is school reform.

It takes a common vision. It takes strong leadership. It takes willingness to change. It requires the belief that all children can learn. It requires research based curriculum,

interventions, assessments, and data driven

dialogue.

Our mission at Brown Internationalis to empower learners to grow

and evolve into compassionate, confident, contributing citizens

of the world. Learners will be open-minded to multiple perspectives, advocate for peace, and

promote change within our global community.

Documents

Response to Intervention at Brown International Academy Suzanne Loughran Sally Whitelock