Transcript Slide 1

Families & Schools Working Together
to Close the Achievement Gap
for ALL Students:
A Conversation with Families about their Important Role in
PA’s Standards Aligned System (SAS) & Response to Instruction & Intervention (RtII)
Facilitated by:
Dr. Jennifer Lillenstein, RtII Statewide Lead Consultant, PaTTAN
Susan Spadafore, Educational Consultant, PaTTAN
Kay Lipsitz, Executive Director, Parent Education Network (PEN)
Conversational Objectives:
1. Understanding the value of common core standards
and 21st century teaching and learning… for your
child, your child’s school, Pennsylvania and the
Nation
2. Understanding the SAS-RtII Connection and the
important role you can play
4. Articulating the most important issue facing our
children and the field of education today
5. Establishing practical ways that you can help your
child and his/her school
st
21
Century
Teaching & Learning:
What Families Need to Know
21st century
3
Closing the Achievement Gap
We have access to common core standards,
research-based instruction and intervention and
fair assessments.
We also have a lingering achievement gap within
many of our schools.
WHY?
A Little Background Info…President Obama/Reform
Difference in Percentage of Workforce
with Associates Degree or Higher:
Ages 25-34 Compared to 45-54
U.S. is one of only two OECD nations where
today’s young people are not better
educated than their parents
40
35
30
25
20
15
10
5
0
-5
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (0)
Among OECD Countries, U.S.A. has the 4th Largest
Gap Between High-SES and Low-SES Students
2006 PISA - Science
Gap in Average Scale Score
600
U.S.A.
550
500
450
400
350
Source: PISA 2006 Results, OECD, table 4.8b
We hear things about students like:
• They’re poor
• Their parents don’t care
• What else do you hear as a parent or
community member?
DonDeshler
Source:
What Works?
Effective instruction/intervention practices
+
Effective implementation practices
=
Good outcomes for Kids
PA’s Got SAS and RtII (WHAT + HOW)
Research-validated interventions are
implemented based on the type, level and
.
intensity of student need
RtII requires the selection and use of
materials and resources that align with
standards based curriculum and research
based standard protocols to address
specific skill acquisition.
Tier I of the RtII framework provides
access to high quality standards based
curriculum and instruction for all
students.
RtII organizes assessment
practices and requires
schools to use the four types
of assessments to determine
the effectiveness of
curriculum/intervention and
drive instructional
adjustments. Examples,
Summative: PSSA, PVAAS
Benchmark: 4 Sight
Diagnostic: GRADE, GMADE
Formative: Formal and
Informal (progress
monitoring, ticket out the
RtII organizes curriculum
door)
and instruction to
ensure all students
receive the standards
aligned core curriculum.
ALL staff (Gen, Sp Ed,
Title, ESL) assume
responsibility and an
active role in instruction
core
curriculum
High quality instructioninis the
at the
heart
of RtII.
The framework organizes instruction to ensure
the use of high leverage, research-based
instructional practices at each Tier. Processes
are in place to ensure instructional fidelity.
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More about RtII….
• Response to Instruction and Intervention
(RtII) is an array of procedures that can be
used to determine if and how students
respond to specific changes in instruction. RtII
provides an improved process and structure
for school teams in designing, implementing,
and evaluating educational interventions.
RtII
What Are the Essential Components of
RtII?
High-Quality, Standards-Aligned Instruction
Positive Behavioral Support
Universal Screening
Tiers of Increasingly Intensive Support
Collaboration
Progress-Monitoring
Parent Involvement
Virtual Visits
Middle and High School
RTI Action Network
– Russell Middle School, Colorado Springs, CO
– Tygard High School, Portland, Oregon
http://www.rtinetwork.org/professional/virtualvisits
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Universal Screening
• Universal Screening is a step taken by school
personnel early in the school year to determine
which students are “at risk” for not meeting
grade level standards. Universal screening can be
accomplished by reviewing recent results of state
tests, or by administering an academic screening
test to all children in a given grade level. Those
students whose test scores fall below a certain
cut-off are identified as needing more specialized
academic interventions.
QUESTIONS TO ASK ABOUT
SCREENING
• What tests does the school use to screen students for reading problems?
• How many times are the tests given during the year?
• Does the school use screening tests that measure decoding? fluency?
reading comprehension?
• What other areas are measured?
• What are my child’s reading scores from the screening tests?
• Did any of the screening tests show that my child needs extra help?
What kind of help?
• How do my child’s scores compare with other children who are at the
same grade and age level?
* TIP - You may want to keep a record of your child’s scores so that you
can compare them with scores on future tests.
Progress Monitoring
• Student Progress Monitoring is a scientifically
based practice that is used to frequently
assess students’ academic performance and
evaluate the effectiveness of instruction.
Progress monitoring procedures can be used
with individual students or an entire class.
Elementary PM Example
Secondary Example – CDT’s
STD
or
EC
Code
Algebra I
Grades
Eligible Content
Algebra II
Geometry
Module 1 Module 2 Module 1 Module 2 Module 1 Module 2
K 1 2 3 4 5 6 7 8
HS
Operations and
Linear
Linear
Functions and
Functions &
Data
Inequalities Organizations
Numbers
Non-Linear
Geometric
Systems and
Expressions Properties and
Data Analysis and Equations
Relations
Geometrical
Reasoning
Data Analysis and Probability:
Probability determination and application
M5.E.3.1.
1
M5.E.3.1.
2
M6.E.3.1.
1
M6.E.3.1.
2
Predict or determine whether some
outcomes are certain, more likely, less
likely, equally likely, or impossible
(information could be represented by
pictographs, bar graphs, charts, tables
and/or spinners).
Determine the probability of an outcome
(e.g., a coin toss, a roll of a number cube)
and express as a fraction without
reduction.
Define and/or find the probability of a
simple event (express as a fraction in
lowest terms).
Determine/show all possible combinations
involving no more than 20 total
arrangements (e.g., tree diagram, table,
grid).
Find the theoretical probability of a simple
and/or compound event (answer written
as a fraction in lowest terms —any
M7.E.3.1.
1
compound events should be
independent)
M7.E.3.1.
2
Find the theoretical probability of an event
not occurring (e.g., what is the probability
of not rolling a 1 on a number cube)
M7.E.3.1.
3
Use data displayed in charts, graphs or
tallies to find experimental probability
M8.E.3.1.
1
Find the probability for a mutually
exclusive or an independent event (written
as a fraction in simplest form).
M8.E.3.2.
1
M11.E.3.
1.1
M11.E.3.
1.2
M11.E.3.
2.1
●
●
●
●
●
●
●
Determine/show the number of
permutations and/or combinations for an
event using up to four choices (e.g.,
organized list, etc.).
Find probabilities for independent,
dependent or compound events and
represent as a fraction, decimal or
percent).
Find, convert and/or compare the
probability and/or odds of a simple event.
Determine the number of permutations
and/or combinations or apply the
fundamental counting principle. (Formula
provided on the reference sheet).
A1.2.3.3.
1
Find probabilities for compound events
(e.g., find probability of red and blue, find
probability of red or blue) and represent
as a fraction, decimal or percent.
A2.2.3.2.
1
Use combinations, permutations, and the
fundamental counting principle to solve
problems involving probability.
A2.2.3.2.
2
Use odds to find probability and/or use
probability to find odds.
A2.2.3.2.
3
Use probability for independent,
dependent or compound events to predict
outcomes.
Use area models to find probabilities.
G.2.2.4.1
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QUESTIONS TO ASK ABOUT
PROGRESS MONITORING
• What does the school use to find out whether my child is doing
better after receiving extra help? Charting? More testing? A computer
program?
• What is being measured?
• How often does my child’s teacher monitor my child’s progress?
• Does the school have a chart that shows the results of the progress
monitoring?
• Does the progress monitoring information show that my child is
making progress because of the extra instruction?
• If my child is not making progress, how long will the teacher wait before
moving my child to a different tier or making a change in instruction?
* TIP – You could ask for a copy of the progress monitoring information
on a regular basis so that you can follow your child’s progress.
Scientifically-Based What?
• Scientific, Research-Based Instruction and
Intervention refers to specific curriculum and
educational interventions that have been
proven to be effective –that is, the research
has been reported in scientific, peer-reviewed
journals.
Questions to Ask about Instruction &
Intervention
• What reading materials and methods of instruction are
used in my child’s general education class?
• How does the school know that the reading program is
research-based?
• Is my child receiving extra help (over and above the
reading instruction in general education)?
• Who is helping my child?
• Do the teachers and staff helping my child have special
training in reading?
Parents and RtII
• Parents and RtII
What Role Does RtII Play in Special
Education Eligibility?
Effective instruction and progress monitoring.
For students to be considered for special
education services based on a learning
disability, they first must have been provided
with effective instruction and their progress
measured through “data-based
documentation of repeated assessments of
achievement.
What Role Does RtII Play in Special
Education Eligibility?
Evaluation procedures.
• The law gives districts the option of using RTI
procedures as part of the evaluation
procedures for special education eligibility.
• RtI and Statistics
How Can Families Become More
Involved in the RtII Process?
• The hallmarks of effective home-school
collaboration include open communication
and involvement of parents in all stages of the
learning process.
• Being informed about your school’s RtII
process is the first step to becoming an active
partner.
Ask the Following Questions:
1.
Does our school use an RtII process? (Be aware that
your child’s school may call their procedures a
“problem solving process,” or may have a unique
title for their procedures, e.g., Instructional Support
Team, and not use the specific RtII terminology.)
2.
Are there written materials for parents explaining
the RtII process? How can I become more involved?
3.
What interventions are being used with students?
Are the interventions and instructional strategies
supported by research?
Families & Questions
4. How do teachers know that the instruction and
intervention is being carried out as planned with my
child or other students?
5. Can I get regular progress monitoring reports so I
know how my child is responding to instruction and
intervention?
6. At what point will I be informed of my due process
rights under IDEA 2004, including the right to request
an evaluation for special education eligibility?
What Are Next Steps in Implementing
RtII Approaches?
• Schools must be prepared to offer a variety of proven
instructional strategies
• Staff must be trained to measure student performance
using methods that are sensitive to small increments of
growth
• Parents must be kept informed of these new
procedures and made partners in the process.
• Teams must determine how they will define an
“adequate” response to instruction and intervention—
how much progress over what period of time will be
the benchmark to determine if an intervention is
successful?
What Works???
Effective Instructional & Intervention Practices
+
Effective Implementation Practices
=
Good Outcomes for ALL Students
Professional Development
Training
Steps
Knowledge
Acquisition
Skill
Acquisition
Classroom
Application
Medium
Very Low
Very Low
50%
5%
0%
Theory &
Demonstration
High
Low
Very Low
85%
15%
0%
Theory, Demonstration
& Practice
High
High
Very Low
85%
80%
5%
Theory,
Demonstration,
Practice & Coaching
High
High
High
90%
90%
95%
Theory
2010-2011 Statewide Work Scope
Where We’ve Been
Present
• Elementary School
• Middle School RtII Learning
Sites
• ESL/ELL/RtII
• SLD/RtII
• Statewide Workgroup
• Parent Engagement
• Statewide Training
• On-site Support
• Colleges/Universities
• Administrator Series
• Algebra
• English Composition
• Elementary and Secondary
Data-Analysis &
Instructional Matching
• Background Knowledge
• Role & Function
• Colleges and Universities
• ESL/ELL RtII
• Middle School Learning
Sites
• Partners & Research
Resources for Parents
Ending RtI Video
A Parent’s Guide to Response to Intervention
PaTTAN RtI Parent Toolkit
National Center on Response to Intervention
National Research Center on Learning Disabilities
The Center for Comprehensive School Reform and
Improvement
Recommended Resources
21st Century Skills
• http://www.21stcenturyskills.org/
Gates Foundation
• http://www.gatesfoundation.org/topics/Pages/high-schools.aspx
Center on Instruction
• http://www.centeroninstruction.org/
National Center on Response to Intervention
• http://www.rti4success.org/index.php?option=com_content&task=blogcat
egory&id=8&Itemid=110
PA Standards Aligned System Portal
• http://www.pdesas.org/
RtI Action Network
• http://www.rtinetwork.org/Learn/Why/ar/RadarScreen
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Resources
World-Class Instructional Design and Assessment
http://www.wida.us/
The IRIS Center
http://iris.peabody.vanderbilt.edu/
Institute of Educational Sciences
http://www2.ed.gov/about/offices/list/ies/index.html
Florida Center for Reading Research
http://www.fcrr.org/
National High School Center
http://www.betterhighschools.org/topics/dropoutprevention.as
p
Achieve
http://www.achieve.org/
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Contact Information
www.pattan.net
Dr. Jennifer Lillenstein
[email protected]
(717) 541-4960
Susan Spadafore
[email protected]
(717) 541-4960
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Thomas E. Gluck, Acting Secretary
Amy Morton, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education