Transcript Response to Instruction & Intervention (RtI2)
Response to Instruction & Intervention (RtI
2
)
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
RtI 2 is not a program, but a process and framework for consolidating and using your existing resources wisely RtI 2 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 K now now about RtI 2 ?
What do you W ant to know more about when it comes to RtI 2 ?
RtI: A Definition
Response 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 student response data to important educational decisions
. and
applying
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…
Progress Monitoring happens at each tier!
PBIS: Family Support Teams IEPs & Marathon Meetings SSTs, & Marathon Meetings PLCs/Data Teams, Grade Level/Dept. Teams, & Marathon Meetings
Over the past decade, two proven processes have been developed to achieve this goal:
The Three Big Ideas of a PLC
1. Focus on learning 2. Build a collaborative culture 3. 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 RtI
2
– 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 Teams Focus 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 RtI
2
– PLC Link
Think Pair Share
1.
2.
3.
4.
Improving you Core Program Big Ideas
Use academic and behavioral data to inform decisions.
Increase the intensity of the program for struggling students.
Use research-based, scientifically validated instructional procedures (INSTRUCTION – how to teach).
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
.
Source – Anita Archer,
Response to Intervention, The Big Picture
#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.)
Source – Anita Archer,
Response to Intervention, The Big Picture
# 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.
Source – Anita Archer,
Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated instructional procedures (how to teach).
Explicit Instruction of Skills/Strategies Model Prompt Check I do it.
We do it.
You do it.
My turn.
Let’s do this together.
Your turn.
( GRR – Gradual Release of Responsibility )
Source – Anita Archer,
Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated instructional procedures (how to teach).
Explicit Instruction of Concepts (vocabulary) 1.
2.
3.
4.
Introduce the word.
Provide a “student-friendly explanation.” Illustrate with examples.
Check for understanding.
Source – Anita Archer,
Response to Intervention, The Big Picture
# 3 Use research-based, scientifically validated instructional procedures (how to teach).
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
# 3 Use research-based, scientifically validated instructional procedures (how to teach).
Delivery Skills 1.
2.
3.
4.
Require frequent responses.
Monitor student performance carefully.
Provide immediate affirmative and corrective feedback.
Deliver the lesson at a brisk pace.
Source – Anita Archer,
Response to Intervention, The Big Picture
#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 Source – Anita Archer,
Response to Intervention, The Big Picture
#4 Use research-based, scientifically validated curriculum (what to teach) and materials.
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 Source – Anita Archer,
Response to Intervention, The Big Picture
#4 Use research-based, scientifically validated curriculum (what to teach) and materials.
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 Source – Anita Archer,
Response to Intervention, The Big Picture
RtI2 and Your Core Program
Think Pair Share
RtI
2
…
WHAT IT IS WHAT IT IS NOT Represents a way of: Using data to examine the system in relation to most important results.
Structuring thinking so that we don’t miss anything.
A panacea!
A curriculum, an intervention, or a program.
Identifying strategies with a high probability of improving student performance and knowing if they work.
Common sense into practice – Fullan (You are your own best experts) Hoops to jump through.
Easier than what came before.
- David Tilly, 2008
What does your data say?
Strengths Gaps Next Steps Math Reading
Lunch Time
RtI
2
Visual Synectic
Response to Instruction & Intervention is like…
Greek Root Syn =
bringing together
Greek Root ectics =
diverse elements
… because …
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
process.
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 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