Transcript How do we ensure that all students are college and career ready?

How do we ensure that
all students are college
and career ready?
RESPONSE TO
INTERVENTION
Response to InstructionIntervention (RtI)
What is it?
• WHAT
– The practice of providing high quality
instruction (rigorous and relevant) and
intervention matched to student need,
• HOW
– And using data over time (learning rate,
level of performance and fidelity of
implementation),
• WHY
– To make important educational
decisions.
CORE
CONCEPTS/PRINCIPLES
1. ALL students are part of ONE
proactive and responsive
educational system.
2. Scientifically validated programs
and evidence-based practices.
3. Data based decision making using a
comprehensive data system.
4. Collaborative problem-solving
framework to make decisions based
on data.
5. Quality professional development
supports effective instruction for
all staff/students.
6. Leadership is vital.
PHILOSOPHICAL QUESTIONS
THAT MUST BE CONFRONTED
1. Do we really believe that all
students can learn? Will learn?
2. Do we really believe that decisions
are best made with data?
3. Do we believe that our first focus
should be on increasing the reach of
core instruction? (Tier I)
4. Do we believe our instruction should
meet the needs of diverse
students?
5. Do we believe that the actions we
take as educative can impact
student learning?
MUST HAVES:
• Multi-tiered levels of support
• Comprehensive data system
• Problem-solving framework
TIERS ARE ACTIONS
NOT LABELS
Tier I is whatever it takes to get 80
percent of the students to mastery.
There should be no surprises with
students except Kindergarten. We
should know our kids through preassessment and formative
assessment as well as attendance,
discipline, etc.
Guiding Questions of
Tier I
1. What exactly do we expect all
students to learn?
2. How will we know if and when
they’ve learned it?
3. How are we going to teach it?
4. How will we respond when some
students don’t learn it?
5. How will we respond when some
students have already learned it?
Pyramid of Interventions
• With your team, identity your Tier I
Interventions.
Tier II
Supplemental Supports
Tier II
For approximately 20% of students
Core
+
Supplemental
…to achieve benchmarks
1.
2.
3.
4.
Where are the students performing now?
Where do we want them to be?
How long do we have to get them there?
How much do they have to grow per
year/monthly to get there?
5. What resources will move them at that
rate?
• Add Tier II Interventions to your
Pyramid.
Tier III
Intensive Supports
Tier III
For approximately 5% of students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1.
2.
3.
4.
5.
Where is the student’s performance
now?
Where do we want him to be?
How long do we have to get him there?
What supports has he received?
What resources will move him at that
rate?
• Add Tier III Interventions to your
Pyramid.
SUPPLEMENTAL
INTERVENTION
WON’T DO
•
•
•
•
•
•
•
Mentoring programs
Goal setting & career planning
support
Frequent progress reports
Targeted rewards
Mandatory study hall
Mandatory homework help
Study skills classes
CAUTION: Failed Learners often
become disengaged over time and
may require both categories of
intervention support.
CAN’T DO
•
•
•
•
•
Targeted, differentiated
instruction
Additional instructional time
Pre-teach essential skills,
content, and vocabulary
Review/Reteach prerequisite
skills to address the learning gap
Prevention (requires vertical
articulation with
middle/elementary school and
early identification of at-risk
students)

FAIR IS NOT EVERYBODY
GETTING THE SAME
THING……FAIR IS EVERYBODY
GETTING WHAT THEY NEED TO BE
SUCCESSFUL!

How to start a movement