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Responsiveness to Instruction Preparing Our Kids for a Future

RTI Fall 2013 C & I Meeting

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Page 1: RTI Fall 2013 C & I Meeting

Responsiveness to Instruction

Preparing Our Kids for a Future

Page 2: RTI Fall 2013 C & I Meeting
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Benefits of RTI

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The Importance of Reading

Children who read well, read more

They acquire knowledge in numerous domains

Children with limited reading-related skills rarely catch-up to their peers without intensive intervention

Many continue to experience difficulties throughout their school years and into adulthood

• Christopher Lonligan (2004)

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Traditional RtI

Tier 3Individual

Intervention (5%)

Tier 2Small-Group

Intervention (15%)

Tier 1General Education Activities

(80%)

RtI is a set of systematic, increasingly intensive educational interventions designed to target an individual student’s learning challenges to provide supplementary interventions as necessary.

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Tier1Effective Core Instruction for

All Students

Tier 2Supplemental

Interventions for Some Identified

StudentsTier 3

IntensiveInterventions for Individual

Students

Interventions Led by Schoolwide Teams

Tiers 1 & 2Students with motivational issuesStudents with attendance issuesStudents with behavior issuesTier 3Students in need of intensive remedial support in universal skills:Reading, writing, number sense, English language, attendance and behavior

Interventions Led by Collaborative Teacher Teams

Tiers 1 & 2Students in need of supplemental support in learning essential core standards and English language

Austen Buffum, Mike Mattos and Chris Weber, 2012

Page 8: RTI Fall 2013 C & I Meeting

What about PSRC Students?

Often, students walk in with developmental delays

How does this display in language, cognitive, and behavior?

And over time, learning deficits compound and result in more students demonstrating increasing deficits in the higher grade levels; thus the percentages presented in the original RtI pyramid might be underestimates (Bender, 2012).

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Dropout Nation – Frontline PBS

Activity– Describe students and external factors that impact our students

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YOUTUBE

Pyramid Response to Intervention: How to Respond When Kids Don't Learn

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The Florida Center for Reading Research Student

Center Activitieswww.fcrr.org/curriculum/SCAindex.shtm

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Problem-Solving Process

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Essential RTI Components Screening

Schoolwide, multi-level instructional prevention system:

Primary (Level I)

Secondary (Level II)

Tertiary (Level III) Progress monitoring

Data-based decision making for:

Instructional decision making

Movement within the multi-level system

Disability identification (in accordance with state law)

Evaluating the effectiveness of the intervention

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1. Screening – a system for identifying students at risk for poor learning outcomes.2. Multi-level prevention system – at least three increasingly intense levels of instructional support.

a)Primary, which is the core instruction and curriculum. b)Secondary, which is in addition to the primary level and provides

supports targeted to students’ needs.c)Tertiary, also supplemental to primary, but more intense than

secondary.3. Progress monitoring – a system for monitoring the effectiveness of the supports provided to students.4. Data-based decision making for

a)Instruction – determining who needs assistance, what type of instruction or assistance is needed, whether the duration and intensity are sufficient.

b)Movement within the multi-level system – when to move students to something more or less intense, who is responding and/or not responding.

c)Disability identification – when to refer for special education evaluation, how the student compares to his or her peers, did he or she receive appropriate instruction. This, of course, is in accordance with the state law.

d)Evaluating the effectiveness of the intervention

Process of RtI

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Process of RtI

Timely, Directive, System, Flexible Support-1) timely interventions at the first indication that they need more time and support, 2) directive rather than invitational, so that students get the extra help they need 3) extra support is not dependent upon which teacher the student has, but implemented systematically.

Shared Instructional Goals- 1) RtI will not be effective, if educators have not first collaborated to identify common instructional goals. 2) PLCs rely on frequent, timely common formative assessment data to determine which students need additional time and support, not last year’s summative assessment data.

P21—Wiki Space

Buffum, Mattos, Weber (2009)

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Process of RtIUniversal Screening- in both academics and behavior even before the school year has begun to identify who need additional time and support.

1)Apply universal screening in a broader context that includes behavior as as literacy and numeracy skills, and 2) to explicitly base decisions upon highly specific data. 3)We commonly refer to “universal screening” as the process that schools use to identify students who are at risk for poor learning outcomes.

Frequent Progress Monitoring-1)measure the effectiveness of an intervention overall and for individual students. 2) Monitoring student progress as often as twice each week, using very short, specific probes to detect small changes in student learning.

Research-Based Interventions- ‘research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

School Culture- 1)Embed the professional learning communities model. 2) Professional Learning community finds a way to provide students this additional time and support the staff ‘brainstorms’ a series of interventions

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Implementing Tier I

Powerful classroom instruction begins with the adoption and use of an evidence-based curriculum, but effective teachers do not simply teach such a program page-by-page in the same way for all students. Rather, they differentiate instruction, providing instruction designed to meet the specific needs of students in the class.

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Differentiating Instruction

http://si2013planning.ncdpi.wikispaces.net/P21+Framework

Overview of the P21 Rainbow

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YouTubea visit to a differentiated classroom

Click icon to add pictureClick icon to add picture

Click icon to add picture

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http://www.fcrr.org/curriculum/PDF/G4-5/45TRGPartOne.pdf

Researchers strong recommend differentiated instruction as the essential basis for RtI.—Factually, scholars now consider differentiated instruction the most effective basis for all instruction.

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Tools for Differentiation

http://www.greenwichschools.org/page.cfm?p=9426

http://www.greenwichschools.org/page.cfm?p=9184 ----P21

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Middle School Practices for Primary Prevention

Improving the primary level of prevention (core instruction)

This practice is pivotal to RTI implementation success.

Engaging students in their learning

Every student knows the learning goals.

Using a standardized curriculum

Mr. X’s 6th-grade math is the same as Ms. Y’s 6th-grade math.

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Snapshot… Data: good assessments—benchmark

and normative—and expert use of the data

Increased direct instructional time; additional time for those behind

Quality instruction in small, fluid, skill groups

Targeted accelerated growth; knowledgeable reading specialists

Fielding, Kerr, Rosier, 2007

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Creating a Positive Learning Environment

Behavior and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behavior. The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties—whether mild, moderate, or severe—the more academic success can be achieved.

• Austin Buffum, Mike Mattos, and Chric Weber (2011)

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Using Data…. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_09290

9.pdf

Collect and prepare a variety of data about student learning. -To gain a robust understanding of students’ learning needs, teachers need to collect data from a variety of sources.

Interpret data and develop hypotheses about how to improve student learning.-Working independently or in teams, teachers should interpret the data they have collected and prepared.

Modify instruction to test hypotheses and increase student learning. -After forming hypotheses about students’ learning needs, teachers must test their hypotheses by carrying out the instructional changes that they believe are likely to raise student achievement.

Page 17 on document for Action Plan

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Using Data…..

Teach students to examine their own data and set learning goals--Students are best prepared to learn from their own achievement data when they understand the learning objectives and when they receive data in a user-friendly format. Tools such as rubrics provide students with a clear sense of learning objectives, and data presented in an accessible and descriptive format can illuminate students’ strengths and weaknesses

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Personalized Learner Assessment

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Problem-Solving Process

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Thinking and Learning Styles

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Multiple Intelligences

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Multiple Intelligences (continued)

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Examples of Screening

Indicators and Tools

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Examples of Measurable

Academic Skills andDiagnostic

Assessments

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Progress Monitoring

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Progress Monitoring Conducted frequently – at least

monthly

Designed to:

Estimate rates of improvement Identify students who are not

demonstrating adequate progress Compare the efficacy of different

forms of instruction Thereby design more effective,

individualized instructional programs for struggling learners

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What is the Difference Between Traditional Assessments and PM?

Traditional assessments: Lengthy tests Not administered on a regular

basis Teachers do not receive

immediate feedback Student scores are based on

national scores and averages

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What About When It Isn’t Enough?

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Movement from Tier I to Tier II

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Tier II

After gathering accurate screening data on all students, schools must analyze the data, validate student needs, and match students that need support with an effective intervention. In other words, schools need the right interventions in place, the interventions must be intensive enough to accelerate student learning, and each intervention must be implemented with fidelity.

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Culture:“RTI = All Staff + All Kids”

Schools reported a cultural shift in language and thinking.

Teachers think less about teaching content and more about ensuring that students learn.

“We [staff] all believe that all students can learn.”

All staff own all students; no more “my student” or “his student.”

All teachers can teach reading and mathematics.

48

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http://www.studentprogress.org/

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CBM in Relation to RTI

There is no single, widely accepted “model” of the RTI process.

In general, a school organizes its model into tiers. Each stage

represents a continuum of increasing intensity of support.

Tier 1: Universal screening

Screen all students. Students are identified “at-risk” early in the school year by reviewing progress (e.g., state tests, benchmarks). Given classroom support.

Tier 2: Target intervention

Additional support is given to students not making adequate progress and is provided in individual or small group settings.

Tier 3: Intensive intervention

Students whose needs are greater than general education can meet receive individualized, intensive support that targets the student’s skill deficits (e.g., special education).

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Tier II—Purposeful Grouping

Purposeful Grouping allows you to provide personalized instruction in the general education setting. It can help you design lesson plans that set up all students for success, including those struggling with particular skills from the curriculum.

Small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration, and frequency of instruction

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CBM in Relation to RTIKey Terms

Curriculum-based assessment (CBA):

refers to a wide range of informal assessment procedures within the classroom to monitor student progress. The focus is on the instructional level of students.

Requirements of CBA:

Measurement materials are aligned with school curriculum.

Measurement is frequent. Assessment information is used in instructional

decision-making.

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Progress Monitoring

Teachers assess students’ academic performance, using brief measures, on a frequent basis

The major purposes are

To describe rate of response to instruction

To build more effective programs

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CBM in Relation to RTIQuestion:

Can assessments be valid and reliable if teachers grade tests

differently?

Answer:

Assessments for the purpose of progress monitoring can be valid and

reliable at the teacher level if teachers use a consistent manner in

grading. However, comparisons between teachers may not be valid

and reliable if different grading procedures are used.

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CBM in Relation to RTIKey Terms

Role of curriculum-based assessment

Planning Instruction

Assessment

Informal Formal

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CBM in Relation to RTIKey Terms

Curriculum-based measurement (CBM):

refers to a specific method of monitoring student progress through direct, continuous assessment of academic skills toward long-term goals. Typically schools use standardized assessments to monitor student progress.

Technically, CBM is a form of CBA because it meets all the requirements of CBA.

CBM is used to address the question:

“Is the student making progress towards a

grade-level expectation or long-term goal?”

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CBM in Relation to RTIAnswer:

Informal:

used to determine how well student performs compared to criteria for mastery, self, and classmates. Seeks to identify the strengths and needs of individual students without regard to grade or age norms.

Formal:

used to compare performance to others of the same age or grade. Have standardized procedures for administering, timing, and scoring.

Assessments

Informal Formal

Classroom assignments, State testing, WJ-III,

journals, essays, reports, WRAT, CTBS, WIAT,

discussion groups, reading logs benchmarks

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CBM Research

CBM research has been conducted over the past 30 years

Research has demonstrated that when teachers use CBM for instructional decision making:

Students learn more Teacher decision making

improves Students are more aware of

their performance

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Progress Monitoring

Evaluate effectiveness of instruction

Individual students Entire class

Identify goals, measure goals, adjust teaching as needed

Accelerated learning

Targeted instruction

Faster attainment of state standards

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Movement from Tier II to Tier III

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Tier III

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Steps to applying what you’ve learned:

1.Analyze Curriculum

2.Prepare Probes

3.Probe Frequently

4.Graph the Data

5.Yield to the Results

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Demonstrate Data Management Techniques

Understanding the Steps1. Analyze Curriculum:

Identify realistic, measurable instructional objectives.

Ask, “What do I want the students to learn?”

2. Prepare Probes to match curriculum:

A probe is a structured assessment tool used to monitor a

skill related to the objective. Probes must match learning

objectives. A variety of probes should be used.

Ask, “How will I measure student learning?”

3. Probe Frequently:

The more information you have, the more

accurate your instructional decisions will be.

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Compare and Contrast Current Assessment Practices

Using CBM for instructional decision-making: Pre Instruction (before instruction)

Do learners possess pre-requisite knowledge/skills to achieve goal?

Formative (during instruction)

Are learners progressing?

If yes, are they being adequately challenged?

If no, why not? Is it the pacing? The content? The instructional strategies?

• Summative (upon completion of instruction)

Did learners achieve desired instructional goal?

Diagnostic (during or upon completion)

Why aren’t/didn’t students achieving the goal?

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Demonstrate Data Management Techniques

Understanding the Steps

4. Graph the Data:

Most dreaded, yet powerful, component of CBA.

a. Record and establish baseline for each student.

b. Construct the aimline to judge student progress.

c. Enter results of each probe as it is administered and scored.

5. Yield to the Results:

Look for trends in student performance. Ask, “What are the

data telling me?” and “How should instruction change

based on the data?”

Let’s get started with a demonstration….

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Demonstrate Data Management Techniques Sample of CBM module

Title of Graph

Students’ goal

90

80

70

60

50

40 Aimline

30

20

10

Probes 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

% C

orr

ect

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Demonstrate Data Management Techniques Sample of CBA module

Title of Graph

Students’ goal

90

80

70 Student 1

60 Student 2

50

40 Aimline

30

20

10

Probes 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

% C

orr

ect

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Demonstrate Data Management Techniques

Step 3: Analyze data: aimlines and trendlines

Now what? How do I know what it means? How do I know when to revise instruction?

You can make decisions based on:

Recent consecutive scores or

The trendlines

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Demonstrate Data Management Techniques

Step 3: Analyze data: aimlines and trendlines

Decision rules based on recent scores:

Question: Are the 4 most recent scores above the aimline?

Yes No

Increase student’s goal Revise instructional program

Page 72: RTI Fall 2013 C & I Meeting

Primary prevention is crucial because it supports the majority of your student population.

All middle schools indicated that their most important RTI focus was solidifying their core instruction and that improving their core instruction was pivotal to RTI implementation success—to have at least 80% of their students meeting proficiency standards. In middle school, the primary prevention is all content area instruction.

Ways that the staff in our study suggested improving their primary instruction include—

Engaging students in their learning – While important in every classroom, at every level of instruction, many middle schools emphasized their efforts to engage their students in the primary level of instruction. Some of the techniques were to review each section and lesson’s objectives with the class, write out the day’s objectives on the board, quickly review past lessons, and generalize information to the next objectives. Many of these techniques helped the students understand and generalize their learning goals.

• Every student knows the learning goals.

Some schools invested heavily in a research-based core curriculum that aligned with their state standards and focused on fidelity of implementation to ensure that the curriculum was implemented with high quality. Implementing a standardized curriculum ensured that all students in all classes received the same lessons.

Once a school’s staff thought that their primary level (core instruction) was solid, they began putting more emphasis on the secondary level of intervention.

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http://www.rti4success.org/

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Movement from Tier III to Tier II or I

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Additional Resources

RTI Implementation Processes for Middle Schools (June 2011) http://www.rti4success.org/pdf/0644MS_RTI_Implementation_Brief_d3.pdf

RTI Scheduling Processes for Middle Schools (July 2011) http://www.rti4success.org/pdf/0681MS_RTI_Rescheduling_Brief_d2.pdf

RTI in Middle Schools: Frequently Asked Questions (August 2011)http://www.rti4success.org/pdf/0572%20MS%20RTI%20FAQs%20d5[1].pdf

Middle School Essential Components report (Fall 2012)80

http://www.rti4success.org