Maximizing Success for all Students
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Transcript Maximizing Success for all Students
Maximizing Success
for ALL Students:
Expanding Our Approach to
Response to Intervention
Robert Crowe
Becky Salato
Vice President
Director
Response to Intervention
135 S. Rosemead Blvd.
Pasadena, CA 91107
P. 626.744.5344
Cell 626.831.4246
135 S. Rosemead Blvd.
Pasadena, CA 91107
P. 626.744.5344
Cell 951.453.9563
[email protected]
[email protected]
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 #1
Goal #2
Goal #3
Students will increase a minimum of one
performance level per year until Advanced.
English learners will increase a minimum of
once language proficiency level per year
until reclassified FEP.
Increase High School
graduation rate.
Response to Intervention
Response to Intervention is a systematic, datadriven 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)
b)
c)
d)
e)
Teacher-centered, systematic, explicit (scripted) instruction
Conducting it more frequently
Adding to its duration
Creating smaller and more homogenous student groupings
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
Who?
Tier 3 (Intensive)
What?
Time?
2 + years
below grade-level
(chronically underperforming)
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.
academic-level
standards
(alternative
core)
+++
within 2 years
below grade level
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.
grade-level
standards
with extra support
++
Tier 1 (Benchmark)
just at
or
at grade-level
Most students. Preventive and proactive. Responsive,
quality instruction with ongoing progress monitoring
within the general education classroom.
grade-level
standards
+
English/Language Arts Content Standards Mastery Opportunities
as 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 Materials
Benchmark
Students in the benchmark group are generally
making good progress toward the standards but
may be experiencing temporary or minor
difficulties.
Grade K: 1 hour daily
Grades 1-3: 2.5 hours daily
Grades 4-6: 2 hours daily
Grades 6-8: 1 to 2 hours daily
Grades 9-12: 1 period per semester
Program 1:
Reading/Language Arts Basic Program
Benchmark English learner
ELD: Up to one hour daily
Strategic
Students in the strategic group may be one or
two standard deviations below the mean
according to the results of standardized testing.
Up to one extra hour daily
Program 1:
Reading/Language Arts Basic Program
Strategic English Learner
ELD: Up to one hour daily
Program 2:
Reading/Language Arts—English-Language
Development Basic Program
Intensive
Students in the intensive group are seriously at
risk as indicated by their extremely and
chronically low performance on one or more
measures.
2.5 to 3 hours daily
Program 4:
Intensive Intervention Program in
Reading/Language Arts
Intensive English learner
ELD: Embedded
Program 2:
Reading/Language Arts—English-Language
Development Basic Program
Program 5:
Intensive Intervention Program for
English 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 Opportunities
as 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 Materials
Benchmark
Students in the benchmark group are generally
making good progress toward the standards but
may be experiencing temporary or minor
difficulties.
Grade K: 30 minutes daily
Grades 1-6: 60 minutes daily
Grades 6-8: 50-60 minutes daily
HS Algebra I: 1 period
SBE-Adopted Basic Core Materials
Strategic
Strategic students are defined as demonstrating
proficiency of mathematics standards within two
grade levels and are unable to master gradelevel standards.
Grade K: 15-30 extra minutes
Grades 6-7: 30-60 extra minutes
Grades 8: 30-60 extra minutes
HS Algebra I: 1 extra period
SBE-Adopted Basic Core Ancillary Materials
Intensive
For 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.
Grades 4-7: 15-30 extra minutes
Grades 6-7: 30-60 extra minutes
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.
For grade eight, mathematics intensive
intervention students are defined as those who
are achieving below seventh-grade mathematics
standards.
Grades 8: 1 period
HS Algebra I: 1 period
SBE-Adopted Algebra Readiness program. This
program is a one-period, stand-alone, intensive
program to prepare students to enter into gradelevel Algebra I core classroom supported by an
additional class of strategic support the following
school year.
Achievement-Driven
Structure and Support
Student Schedule
Benchmark
Strategic
Intensive
(just at or at grade level)
(within 2 years below grade level)
(2+ years below grade level)
1 Core ELA
1 ELA Support
1 ELA State-Adopted Intervention
2 Core Math/Algebra
2 Core ELA
2 ELA State-Adopted Intervention
3 Science
3 Algebra Support
3 ELA State-Adopted Intervention
4 History-Social Science
4 Core Algebra
4 Math
5 Elective
5 Science and/or History
5 Math Support
6 PE
6 PE
6 PE
How Can We Control the
Conditions of Success?
Perceived System Constraint
Grading and Report Cards
Seat Time and Calendar
Placement
Scheduling and Grouping
Teacher Assignment
Curriculum Pacing Guides
Data Warehouse and Reporting Systems
Student Labels
Possible Solutions
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