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Overview: Reviewing Your Selected and Intensive Levels of Support. Facilitated by: Sara Summ & Kao Moua Her Regional Technical Assistance Coordinators Leslie Connors Principal – Franklin Elementary August 19, 2014. Participant Outcomes.

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slide1

Overview: Reviewing Your Selected and Intensive Levels of Support

Facilitated by:

Sara Summ & Kao Moua Her

Regional Technical Assistance Coordinators

Leslie Connors

Principal – Franklin Elementary

August 19, 2014

participant outcomes
Participant Outcomes
  • Understand the essential components of Selected and Intensive levels of support
  • Learn how a school has established a culturally responsive multi-level system of support focusing in on the selected and intensive levels
overview of wisconsin s rti framework
Overview of Wisconsin’s RtI Framework

Wisconsin’s Framework for RtI

response to intervention
Response to Intervention

Is what?

An organizational frameworkthat

guides implementation of a culturally responsive multi-level system of support

Does what?

toachieve academic and behavioral success

for all

For what?

slide5

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdfhttp://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

slide6

CULTURALLY RESPONSIVE PRACTICES include the degree to which a school’s programs, practices, procedures, and policiesaccount for and adapt to the broad diversity of students\' race, language, and culture.

i.e., the students and community your school serves

slide7

Multi-Level System of Support

Intensive

Selected

Universal

slide8

College & Career Readiness Outcome

Instruction

Collaboration

Balanced Assessment

SCREENIs student on track to meet or exceed outcome?

MATCH SUPPORTS TO NEEDS

What level and type of support does student need?

High quality instruction

Regular ongoing collaboration

Formative, benchmark & summative assessments

On track

UNIVERSAL

DIG DEEPER

Can we verifyneed? If so, what is underlying need?

Universal PLUS

Intervention or add’l challenge

Universal PLUS

Collaboration

Universal PLUS

Progress monitoring

Moderately below or above

SELECTED

Universal PLUS

Intervention(well below)

or IN LIEU OF Universal (well above)

Universal PLUS

Problem-solving team

Universal PLUS

Progress monitoring

INTENSIVE

Well

below or above

universal level instruction assessments collaboration
Universal Level: Instruction, Assessments, & Collaboration

Provided for and about allstudents in the school

Also referred to as coreor tier one

slide10

UNIVERSAL LEVEL OF SUPPORT

Screening process

Summative, benchmark, and formative assessments

Multiple measures

Culturally relevant

Fidelity implementation

Ongoing team collaboration

Data driven

Guided by protocols

Cultural competence

Family engagement

Some items we may need to add somewhere:

Fidelity

Families

Culturally Responsive Practices

Balanced Assessment

Collaboration

High Quality Instruction

Driven by CCR/CCSS

Research-based practices

Differentiated

Culturally responsive

Fidelity implementation

slide11

UNIVERSALLEVEL OF SUPPORT

All learners have access to Universal level of support

Goal = 100% proficiency with grade level standards/College and Career Readiness

RtI premise: In a healthy system, 80-90% of students’ needs can be met by Universal supports alone

Balanced Assessment

Collaboration

Culturally Responsive Practices

High Quality Instruction

selected level instruction assessment collaboration
Selected Level: Instruction, Assessment, & Collaboration

Provided for and about students:

With moderate learning needs

Above or below benchmarks

In addition to universal

Also referred to as Tier 2, supplementary, secondary

slide13

SELECTED LEVEL OF SUPPORT

Regular collaboration

Guided by protocols

Content area expertise

Cultural competence

Student and family engagement

Digging deeper

Progress monitoring

Multiple measures

Cultural relevance

Student and family engagement

Culturally Responsive Practices

Balanced Assessment

Collaboration

High Quality Instruction

Driven by CCR/CCSS

Menu of evidence-based interventions and add’l challenges

Culturally responsive

slide14

SELECTED LEVEL OF SUPPORT

Provided in addition to the Universal level of support

Think “groups” and common needs above and beyond the Universal reach

RtI theory: In a healthy system, 10-15% of students are in need of support at the Selected level

Below benchmark: Goal is success at the Universal

Above: Goal is accelerated growth

Collaboration

Balanced Assessment

Culturally Responsive Practices

High Quality Instruction

intensive level instruction assessment collaboration
Intensive Level: Instruction, Assessment, & Collaboration

Provided for and about students:

With significant learning needs

Well below or well above benchmarks

In addition to (below) or may be in lieu of (well above) universal

Also referred to as Tier 3, targeted, tertiary

slide16

INTENSIVE LEVEL OF SUPPORT

Digging deeper and diagnostic Frequent progress monitoring

Multiple measures

Cultural relevance

Student and family engagement

Frequent collaboration

High level of expertise

Guided by protocols

Cultural competence

Student, family, community engagement

Culturally Responsive Practices

Collaboration

Balanced Assessment

High Quality Instruction

Highly focused interventions and additional challenges

Driven by CCR/CCSS

High level of expertise

Culturally responsive

slide17

INTENSIVE LEVEL OF SUPPORT

  • Think “individualized” and integrated
  • RtI theory: In a healthy system, 1-5% of students are in need of support at the Intensive level
  • Below benchmark:
  • Providedin addition to the Universal level of support
  • Goal is success at the Universal
  • Above benchmark:
  • Provided in lieu of the Universal level of support
  • Goal is accelerated growth

Collaboration

Balanced Assessment

Culturally Responsive Practices

High Quality Instruction

slide18

Reflection: Think, Pair, Share

Squares with your thinking

New idea or way of thinking

Still a conflicting concept for you

slide19

Handout

Creating and Sustaining Selected and Intensive Levels of Support

Before beginning to collect data, first establish:

COLLABORATION

CULTURAL COMPETENCE

Outcomes

Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and Additional Challenges

Then, at the start of each school year:

Plan logistics

Multiple times throughout each school year:

Screen students and organize data

Monitor progress and adjust accordingly

ACCOMPLISH THROUGH

WHILE DEMONSTRATING

Review data and set goals

Match supports to needs

Dig deeper

At the end of each school year:

  • Evaluate and refine the process
franklin elementary school multi level system of support
Franklin Elementary School Multi-Level System of Support

Building Our Future...One Child at a Time

creating and sustaining selected and intensive levels of support
Creating and Sustaining Selected and Intensive Levels of Support

COLLABORATION

CULTURAL COMPETENCE

Before beginning to collect data, first establish

Outcomes

Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and additional challenges

Then, at the start of each school year

Plan logistics

Multiple times throughout each school year

Screen students and organize data

ACCOMPLISH THROUGH

WHILE DEMONSTRATING

Monitor progress and adjust accordingly

Review data and set goals

Match needs to supports

Dig deeper

Ongoing Process

Evaluate and refine the process

developing cultural competence
Developing Cultural Competence

“Seeds are only as good as the soil in which they are planted; likewise; school structures and practices are only as good as the climate/culture in which they are implemented.”

Anthony Muhammad

The Will to Lead, The Skill to Teach

our vision drives our system and practices
Our Vision Drives our System and Practices

The school expectation is that all students must be successful academically and behaviorally.

Every child - - no matter who they are - - learns

creating and sustaining selected and intensive levels of support1
Creating and Sustaining Selected and Intensive Levels of Support

COLLABORATION

CULTURAL COMPETENCE

Before beginning to collect data, first establish

Outcomes

Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and additional challenges

Then, at the start of each school year

Plan logistics

Multiple times throughout each school year

Screen students and organize data

ACCOMPLISH THROUGH

WHILE DEMONSTRATING

Monitor progress and adjust accordingly

Review data and set goals

Match needs to supports

Dig deeper

Ongoing Process

Evaluate and refine the process

wisconsin s vision for rti

HDM – Can you please have each text box fade

In with a click, starting with the structures following

With multiple types of measures.

Wisconsin’s Vision for RtI
  • Structures to regularly review, analyze, and act on student data and adult practices
  • Cultural competence
  • Student and family engagement
  • Multiple types of measures: quantitative and qualitative
  • Student and implementation data
  • Screening and progress monitoring
  • Culturally relevant
  • Student and family engagement

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

essential elements for successful team collaboration
Essential Elements for Successful Team Collaboration

Schedule times to collaborate and decide on an agenda before meeting

Teams based on trust

Establish group norms

Hold each other accountable

Shift thinking from “my students” to “our students”

Divide responsibilities and meet deadlines

staff collaborative team schedule
Staff Collaborative Team Schedule

Mondays and Fridays – Tier 2/3 academic, GCT and Tier 2/3 behavior meetings

Tuesdays – professional developmenton the week’s focus

Wednesdays – analysis of student work

Thursdays – designing instruction and assessments

creating and sustaining selected and intensive levels of support2
Creating and Sustaining Selected and Intensive Levels of Support

Before beginning to collect data, first establish

COLLABORATION

CULTURAL COMPETENCE

Outcomes

Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and additional challenges

Then, at the start of each school year

Plan logistics

Multiple times throughout each school year

Screen students and organize data

ACCOMPLISH THROUGH

WHILE DEMONSTRATING

Monitor progress and adjust accordingly

Review data and set goals

Match needs to supports

Dig deeper

Ongoing Process

Evaluate and refine the process

wisconsin s vision for rti1
Wisconsin’s Vision for RtI
  • Based on CCSS
  • Research- and evidence-based practices
  • Engaging
  • Differentiated
  • Culturally responsive

http://www.wisconsinrticenter.org/assets/files/rti-guiding-doc.pdf

continuum of supports
Continuum of Supports

Before beginning to collect data, first establish

Outcomes

Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and additional challenges

In addition to

Instead of

Tier 1

*Graphic adapted from Phil Daro, Tools for Principals & Administrators: Intervention Worksheet, Inside Mathematics

tier 1
Tier 1

75 minute block

Inclusive, team teaching

Technology-enhanced personalized learning

Differentiated

Use balanced instructional model:

shared large group learning,

small guided groups,

and workshop experiences that engage students through rigorous collaborative and independent practice using a variety of venues

urgent care tier 1 double dosing
Urgent Care – Tier 1 Double Dosing

Examples

Student A

Area of Need – Number sense

Dose 1 = Guided math at grade level

Dose 2 = Guided math at instructional level

Student B

Area of Need – Reasoning

Dose 1 = Guided math at grade level

Dose 2 = Dream Box

34:52-35.24 talks about urgent care

slide39
GCT
  • Tier 1 ½ - spiraling of math skills in addition to inclusion of learning pathways based on student voice and choice
  • Tier Two deep focus on application of skills to real life, relevant situations
matching needs and supports
Matching Needs and Supports

“We evolve as the kids evolve.”

purpose and goals of math breakout
Purpose and Goals of Math Breakout

To fill number sense gaps that were prohibiting students from moving forward in math and achieving at their grade level

To provide an opportunity for students to achieve mastery in number sense concepts; giving them time to learn and apply their new learning

math breakout
Math “Breakout”

All students have math breakout 4 times a week for 30 minutes

Teachers group students according to need, based on common assessments, and separate into groups for 4-6 week sessions

Specific differentiated instruction based on research, focused on number relations/operations and spiraling math strands

Progress is monitored by the child-teacher team daily and by a collaborative teacher team weekly and monthly

constant evolution
Constant Evolution…

If students need to change groups during a round of math intervention, the teachers decide together where they fit best and move them right away.

wrapping up an intervention
Wrapping Up an Intervention

Teachers reassess their homeroom students beginning where they left off.

Purpose:

Ensure the transfer and mastery of skills acquired during intervention

slide50

Handout 1.2

Creating and Sustaining Selected and Intensive Levels of Support

Before beginning to collect data, first establish:

COLLABORATION

CULTURAL COMPETENCE

Outcomes

Screening measures

Progress monitoring measures

Decision rules and protocols

Interventions and Additional Challenges

Then, at the start of each school year:

Plan logistics

Multiple times throughout each school year:

Screen students and organize data

Monitor progress and adjust accordingly

ACCOMPLISH THROUGH

WHILE DEMONSTRATING

Review data and set goals

Match supports to needs

Dig deeper

At the end of each school year:

  • Evaluate and refine the process
upcoming rti events
Upcoming RtI Events

http://www.wisconsinrticenter.org/event/all.html

wisconsin rti center professional development
Wisconsin RtI Center Professional Development

www.wisconsinrticenter.org Upcoming Events

  • Wisconsin RtI Framework Training (Elementary & Secondary) (2 days)
  • Screening & Progress Monitoring (2 days)
  • Reviewing Universal K-5 Reading Instruction (3 days)
  • Reviewing Universal K-12 Math Instruction (3 days)
  • Leadership & Coaching for RtI Implementation (6 days)
  • Integrated Networking and Technical Assistance
  • Universal Design for Learning Overview (1 day)
  • Reviewing Selected & Intensive Levels of Support (1 day)
  • Culturally Responsive Classroom Practices (4 days)
heidi erstad liz gaebler kao moua her lynn johnson jill koenitzer sarah nelson dan seaman sara summ
Heidi Erstad, Liz Gaebler Kao Moua Her, Lynn JohnsonJill Koenitzer, Sarah NelsonDan Seaman, Sara Summ

Contact your Technical Assistance Coordinator for more information:

http://www.wisconsinrticenter.org/regional-coordinators.html

Kao Moua Her

[email protected]

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