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Response to Instruction Part II. Linking the Data to Instruction. Agenda. Review of acronyms Progress monitoring Response to instruction. RTI Resources . Hardcastle, B. & Justice, K. (2006). RTI and the Classroom Teacher, LRP Publications www.fcrr.org www.interventioncentral.org

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Response to Instruction Part II

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Response to instruction part ii l.jpg

Response to InstructionPart II

Linking the Data

to Instruction

Alaska Department of Education and Early Development


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Agenda

  • Review of acronyms

  • Progress monitoring

  • Response to instruction

Alaska Department of Education and Early Development


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RTI Resources

  • Hardcastle, B. & Justice, K. (2006). RTI and the Classroom Teacher, LRP Publications

  • www.fcrr.org

  • www.interventioncentral.org

  • www.whatworksclearinghouse.com

  • www.metiri.com/techsolutions/

  • www.mcrel.org

Alaska Department of Education and Early Development


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Protocol

  • Purpose to have respectful, in-depth, insightful conversation about teaching and learning

  • Listen while others are speaking

  • Be respectful of others comments and/or suggestions

  • Be cognizant of time if there is established limit

Alaska Department of Education and Early Development


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ACFA – Alaska Computerized Formative Assessment

AYP – adequate yearly progress

CBM – curriculum based measures

ELL – English language learner

ELP – English language proficiency

GLE – Grade Level Expectations

HSGQE – High School Graduation Qualifying Exam

LEP – limited English proficient

NCLB – No Child Left Behind

PM – progress monitoring

PSGLE – Performance Standards/Grade Level Expectations

RTI – Response to Instruction (in Alaska) or Response to Intervention

SBA – Standards Based Assessment

SM – strategic monitoring

Alphabet Soup – Alaska Acronyms

Alaska Department of Education and Early Development


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Linking the Data

  • Determine which programs are getting results

  • Get to the “root causes” of problems

  • Guide curriculum development and revision

  • Promote accountability

  • Meet federal and state requirements

  • Better understand the school

  • Continuously improve the system

    • Bernhardt, V. (1998), Data Analysis for Continuous School Improvement

Alaska Department of Education and Early Development


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Progress Monitoring

  • Scientifically based practice used to assess students’ academic performance

  • Evaluates the effectiveness of instruction

  • Student’s level of performance is determined and goals identified

  • Student’s academic performance measured on regular basis (weekly or monthly)

  • Progress toward goal measured

  • Teaching adjusted as needed based on the measurements

    • National Center on Student Progress Monitoring, 2007

Alaska Department of Education and Early Development


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Response to Instruction

  • Response to Instruction addresses the needs of ALL to meet the needs of EACH.

    • J. Knutson, 2007

Alaska Department of Education and Early Development


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Response to Instruction

  • Multi-tiered

  • Problem solving approach

  • Effective instruction

  • Formative assessments

  • Effective instructional interventions based on data from assessments

  • Increasing levels of intensity based on need of all

    • Most struggling

    • Outperforming

  • Progress monitoring

  • All decisions based on data

Alaska Department of Education and Early Development


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Response to Instruction

Tier III – Intensive – 5%

Students will need intensive instructional interventions in order to access the standards

Tier II – Strategic – 15%

Students will need targeted instructional interventions in order to access the standards

Tier I – Core – 80%

Students will be able to access the standards with instruction provided with the core curriculum

Alaska Department of Education and Early Development


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Response to Instruction – Change Way of Thinking

  • Change our way of thinking

  • From deficit model to at-risk model

  • Old thinking – view students as having deficit, some children will fail to learn

  • New thinking – view students as at risk, all kids will learn to basic proficiency level

Alaska Department of Education and Early Development


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Level below which

we infer possible

deficits

High

Low

Achievement

Old Thinking - Deficit Model

Assumption:

In every distribution of kids,

some of them have specific

deficits and therefore

will fail to learn.

Historical Practice:

The job of the assessor is to

assess students

to identify their deficits so we

can provide services. We use

the best tools available, matched

to students’ presumed deficits.

We use these data to help

identify what and how to teach.

Alaska Department of Education and Early Development

  • Dave Tilly, Alaska EED Winter Conference, 2007


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Minimum Proficiency

Low

High

Achievement

New Thinking - RTI Model

Assumption:

All kids will learn

basic skills to a basic

level of proficiency.

Some kids are at risk

of not learning them.

Practice:

The job of the assessor is to

to identify students who are atrisk of not learning basic skills

to a minimum standard of

proficiency. Also, the assessor

identifies patterns of performance

on instructionally relevant

subskills.

We use these data to figure what

And how to teach these students.

Alaska Department of Education and Early Development

  • Dave Tilly, Alaska EED Winter Conference, 2007


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Response to Instruction: A School-Wide System for Student Success

  • Intensive, Individual Interventions

  • Individual Students

  • Based on assessment data

  • High Intensity

  • Of longer duration

  • Strategic Group Interventions

  • Some students (at-risk)

  • High efficiency

  • Rapid response

  • Universal Instruction

  • All students

  • Preventive, proactive

80%

5%

15%

Alaska Department of Education and Early Development


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Big Ideas to Ensure Effective Response to Instruction

  • Use evidence-based practice to extent available

  • Match instruction to individual student needs

  • Ensure the instruction is sufficiently explicit and sufficiently intense

  • Monitor fidelity of implementation

  • Monitor student response and change instruction as necessary

    • Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development


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Response to Instruction - Tier I

  • Tier I

    • Core curriculum

    • Effective instruction

    • Universal screening

    • Early instructional intervention

    • Effective for most students – approx. 80% of students

Alaska Department of Education and Early Development


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Response to Instruction – Tier II

  • Tier II

    • Supplements core curriculum

    • Instructional interventions supported by data

    • Individual/small group instruction

    • Progress monitoring

Alaska Department of Education and Early Development


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Response to Instruction – Tier III

  • Tier III

    • Small percentage of student population

    • More intensive instructional interventions

    • Find successful instructional interventions

    • Useful prior to special education referral

Alaska Department of Education and Early Development


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Response to Instruction (RTI) Lab

  • Utilizing the previous brainstormed list of assessments, place them into the three tiers according to their use

  • Utilizing the list of instructional materials, place them into the three tiers according to their use

  • How did you determine the placement in each tier?

  • What did you discover about the instructional materials and assessments utilized in your district and schools?

Alaska Department of Education and Early Development


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RTI Lab #2

  • Utilizing your SBA and/or AIMSweb data, place the percentages of students that with this data alone fall into a tier.

  • Complete this information for one subject area at the school or district level

  • Compare the instructional materials triangle, assessment triangle and the data triangle

  • What do you notice? What “AHA” can you share with the group?

Alaska Department of Education and Early Development


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School Reading Program Sample 3rd Grade

LMB, Slingerland Seeing Stars, Rewards,

SRA High Performance Writing, Primary Phonics, Direct Instruction

45 minutes daily, 2 - 3 per group

Read Naturally, Peer Tutors, Parent Volunteer Tutors

At Home Support, Flexible Grouping

15 minutes daily, 3 - 5 per group

Harcourt, Differentiated Instruction,

Trade Books, Content Texts; Strategies – Literature circles,

Content reading, Shared reading, Guided reading, SSR, Think alouds

90 minutes daily

Alaska Department of Education and Early Development


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School Reading Program Sample -3rd Grade

Alaska Department of Education and Early Development


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Lab

  • Using the Sample Grade 3 School Reading Program as a guide

  • Select a curricular area: reading, writing or math

  • Begin to map out what your school or district uses at present and if there are “gaps” and identify what you might need to fill the “gaps”

Alaska Department of Education and Early Development


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What it is

Represents a way of using data to examine the system in relation to the most important results

Structuring thinking so that we don’t miss anything

Identifying strategies with a high probability of improving student performance and knowing if they work

Keeping our attention focused on the most important things

Common sense into practice (cf. Fullan)

What it is not

A panacea

A curriculum, an intervention, one theoretical orientation

One size fits all

Hoops to jump through

Easier than what came before

RTI School Wide Model

Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development


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Response to Instruction

Tier III – Intensive

Tier II – Strategic

Tier I – Core

Alaska Department of Education and Early Development


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