Transcript Common Core Summer Institute - Okaloosa County School District

Common Core State Standards
RtI-Addressing the Needs of ALL Learners
Shelby Robertson, Ph.D
Tier 3 Data:
Communicated to teachers (how effective
is the Tier 3 intervention), parents (the
intervention that your child is in has the
following results…)
Student (the intervention that you are in
has the following results…)
Tier 2 Data:.
Communicated to teachers (how effective
is the Tier 2 intervention), parents (the
intervention that your child is in has the
following results…)
Tier 1 Data:
Communicated to teachers (grade level,
school), parents (overall school
performance)
2
Problem Solving Process
Problem Identification
What do we want students to
KNOW and be able to DO?
Evaluate
Did it WORK?
Problem Analysis
Why does the problem exist?
What are the barriers?
Design and Implement Plan
What are we going to do about
it?
3
Expected Level of Performance
Learning Objective- Increase student
confidence using multiple problem solving
strategies.
4
Goal Level of Performance
All students will demonstrate mastery of the
learning objective as measured by:
• Establishing a classroom culture
• Independent discovery to problem solve
• Opportunities to collaborate and compare
problem solving strategies
• Completion of graphic organizer
• Student-led solutions
5
Understanding Barriers to Learning
• Understand the barriers which preclude
students from mastering the learning objective
with initial instruction is a prerequisite to
developing effective supplemental instruction
• Anticipating barriers to mastery (e.g., student
engagement) and building in supports to
remove the barriers will increase the likelihood
that initial instruction will be effective
6
Academic Engagement
The amount of time spent
engaged in academic work
“I can”
Social Engagement
Behavioral Engagement
Identification and affiliation
with school, sense of
belonging, perceived
social support
“I belong”
School attendance and
participation in school
“I will”
Psychological Engagement
Feelings of competence and control
investment in learning, self regulation,
goal setting and progress monitoring
“I want to”
7
Academic Engagement
The amount of time spent
engaged in academic work
“I can”
Social Engagement
Identification and affiliation
with school, sense of
belonging, perceived
social support
“I belong”
*Establishing a classroom culture
Behavioral Engagement
School attendance and
participation in school
“I will”
*Opportunities to collaborate and compare
problem solving strategies Psychological Engagement
Feelings of competence and control
investment in learning, self regulation,
goal setting and progress monitoring
“I want to”
*Independent discovery to problem solve
*Student-led solutions
8
Instructional/Intervention Design
A comprehensive understanding of barriers
to mastery of learning objectives allows for
development of effective instruction and
interventions.
For example:
• If student understanding of key mathematical
vocabulary is a barrier then explicit pre-teaching
of vocabulary should be included within the
instructional design.
9
Response to Instruction
• Learning objectives measured by observing
students’ problem solving strategies and
completion of graphic organizer
• Students whose current level does not reflect
mastery of the learning objectives should be
re-taught
• If more than 20% of the students have not
mastered the learning objective, the initial
instruction was ineffective and the large group
should be re-taught
10
Confronting the question,
”How will we respond
when our students don’t learn?”
requires…
a school-wide plan
that guarantees students
the time and support they need
regardless
of who their teachers are.
11
Designing Multi-Tiered Supports
• A continuum of intervention supports designed
to support students’ mastery of grade level
standards
– Differentiated
– Supplemental
– Intensive
• Address academic and 21st
century/engagement skill needs through
integrated intervention design
• Aligned and integrated with core instruction
12
What is the purpose of multi-tiered
supports?
• Meet the needs of the majority of students through the
delivery of core instruction designed to support students’
mastery of academic content, social-emotional, and 21st
century skill standards
• Provide supplemental and/or targeted intervention supports
for students who are at-risk for not mastering or who are not
mastering content standards
– Preview and pre-teach academic content and 21st
century/engagement skills aligned with core instruction
– Re-teach critical, missing, foundational academic
knowledge and social-emotional and 21st century skills
aligned with core standards
13
What are the foci of Multi-tiered
supports?
• Closing gaps
• Meeting proximal needs (Preventing new
gaps)
– Mastery of grade level academic standards
– Literacy instruction
– Technology integration
• Support student engagement
–
–
–
–
Academic
Behavioral
Psychological
Social
14
Integrated and Aligned
• All interventions provided must be aligned with core
instruction and core instructional goals
• Core teachers and intervention teachers must communicate
frequently and consistently to ensure instruction-intervention
alignment
– Typically only possible when time is built into the master schedule
• Intervention courses should not be treated as their own
independent content class or as an FCAT prep class
• Intervention programs should be considered effective only
when they result in greater success for students within core
courses
– Example: Students enrolled in math intervention are at-least as likely to be
passing their core math course as students who are deemed not in need of
intervention
15
Math Intervention Courses
• Address foundational math skills
– Whole numbers
– Addition, Subtraction, Multiplication, Division
and Decimals
• Address more in-depth skills
– Fractions and negative numbers
– Algebra, Geometry, Probability and Statistics
• Conceptual understanding, computational
and procedural fluency and problem
solving skills
16
Developing Effective Multi-Tiered Systems
17
Evaluating the Impact of Our
Instruction and Interventions
18
Review Readily Available Data
19
There Are No Quick Fixes
20