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Response to Instruction Part III. Teacher Collaboration. Teacher Collaboration Agenda. Review of assessment – formative and summative Review of Response to Instruction Introduction of collaborative meetings Post-it notes – core, strategic, intensive Instructional strategies support

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response to instruction part iii

Response to Instruction Part III

Teacher Collaboration

Alaska Department of Education and Early Development

teacher collaboration agenda
Teacher Collaboration Agenda
  • Review of assessment – formative and summative
  • Review of Response to Instruction
  • Introduction of collaborative meetings
    • Post-it notes – core, strategic, intensive
    • Instructional strategies support
    • Collaborative meeting process
      • protocols
  • Instructional Interventions
    • Curriculum samples
    • Butte Elementary sample

Alaska Department of Education and Early Development

rti resources
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

protocol
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

assessment review
Assessment Review
  • Formative –Classroom based enabling the teacher to modify instruction.
    • ACFA
    • GLE Item Sampler
    • Teacher created
    • Curriculum Based Measures
  • Summative – usually published material that occurs at the end of a unit or year of instruction.
    • SBA
    • TerraNova
    • Unit Tests

Alaska Department of Education and Early Development

response to instruction
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 comprehend 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

rti guiding questions
RTI Guiding Questions
  • Is the core program sufficient?
  • If the core program is not sufficient, why isn’t it?
  • How will needs identified in the core be addressed?
  • How will the effectiveness and efficiency of the core be monitored over time?
  • Have improvements to the core been effective?
  • For which students is the core program sufficient or not sufficient and why?
  • Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development

rti guiding questions continued
RTI Guiding Questions (continued)

These repeat for Supplemental Intensive

  • What specific supplemental and intensive instruction is needed?
  • How will supplemental and intensive instruction be delivered?
  • How will effectiveness of supplemental and intensive instruction be monitored?
  • Which students need to move to a different level of instruction?
  • Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development

collaborative meetings
Collaborative Meetings

Alaska Department of Education and Early Development

teacher collaboration
Teacher Collaboration
  • Collaborate – “to work jointly with others especially in an intellectual endeavor.”
          • (Webster’s Seventh New Collegiate Dictionary)

Alaska Department of Education and Early Development

collaborative meeting
Collaborative Meeting
  • Using an established protocol
  • An instruction leader at the site level as facilitator
  • A time to reflect on current data, instructional strategies, programs, materials used, weaknesses, strengths in relation to teaching
  • Working together to increase the academic achievement of individual students and ultimately the school

Alaska Department of Education and Early Development

collaboration and response to instruction is
Collaboration and Response to Instruction is …
  • Problem solving
  • Collaborating staff members
  • Using data from individual students
  • Continuously searching to find what works for an individual student
  • Implementing instructional interventions reliably and effectively
  • Helping ALL students be successful and work toward achieving the standards

Alaska Department of Education and Early Development

collaborating with aimsweb data
Collaborating with AIMSweb Data

Alaska Department of Education and Early Development

post it note placement fall
“Post-it Note Placement” - Fall

Jessica

Sam

Mark

Danielle

Karl

Agatha

Angel

Robert

Arthur

Angie

Ian

Alaska Department of Education and Early Development

tier i lab
Tier I Lab
  • Using a protocol to guide your interactions
  • Utilize the triangle of school and/or district assessment data created previously, ask Tier I guiding questions about your assessment data

Alaska Department of Education and Early Development

tier i guiding questions
Tier I - Guiding Questions
  • What are our school goals? (Where are we? Where do we want to be?)
  • What percentage of our students are meeting benchmark goals?
  • Did we get more students to benchmark this year than last year?
  • Is the core program meeting the needs of the majority of the students (80%+)?
  • How will the effectiveness of the core program be monitored over time?
          • J. Knutson, 2007

Alaska Department of Education and Early Development

tier ii lab
Tier II Lab
  • Using a protocol to guide your interactions
  • Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data

Alaska Department of Education and Early Development

tier ii guiding questions
Tier II – Guiding Questions
  • For which students is the core program not sufficient? Why?
  • What areas need to be targeted?
  • What instructional intervention materials are going to be used?
  • How much support is needed and how will it be delivered?
  • Are our instructional intervention programs being implemented with fidelity?
  • Are students moving from strategic to benchmark?
  • How effective are our Tier II instructional intervention groups?
  • Which students need an instructional change?
          • J. Knutson, 2007

Alaska Department of Education and Early Development

tier iii lab
Tier III - Lab
  • Using a protocol to guide your interactions
  • Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data

Alaska Department of Education and Early Development

tier iii guiding questions
Tier III – Guiding Questions
  • Where is the student? Where do you want him/her to be and by when? (Goals)
  • What skills do we need to teach more explicitly?
  • What strategies and/or materials are we going to use to teach the target skills?
  • How much support is needed?
  • Who is responsible for each of the intervention components?
  • How often are we going to review progress?
  • Is the student moving from intensive to strategic or benchmark levels? Is the student increasing his/her rate of progress?
          • J. Knutson, 2007

Alaska Department of Education and Early Development

post it note placement winter
“Post-it Note Placement” - Winter

Mark

Jessica

Sam

Agatha

Danielle

Karl

Robert

Angel

Angie

Arthur

Ian

Alaska Department of Education and Early Development

collaborative meeting instructional strategies support
Collaborative Meeting – Instructional Strategies Support
  • Discuss instructional grouping – skill based
  • Discuss type of instructional interventions
      • Small group
      • 1:1
      • Subject
      • Skill
  • Discuss core instructional strategies
  • Timeline for using instructional interventions

Alaska Department of Education and Early Development

instructional interventions are
Instructional Interventions are:
  • Supplemental to core curriculum
  • Linked to assessment
  • Increased exposure to curriculum
  • More intensive focus of curriculum
  • Small group or 1:1 instruction
        • RTI and the Classroom Teacher, LRP Publications, 2006

Alaska Department of Education and Early Development

determining instructional interventions
Determining Instructional Interventions

Use:

  • all site expertise you have (teachers, principal, resource teachers),
  • various material resources available,
  • district personnel expertise,
  • research based strategies and/or those supported by data, and
  • collaborative meetings to discuss

Alaska Department of Education and Early Development

monitoring interventions
Monitoring Interventions
  • Utilize instructional interventions for set time
  • Monitor progress throughout to determine effectiveness of instruction
  • Look at data and instructional intervention provided
  • If no progress, change instructional program and/or strategies
  • Increase formative assessments

Alaska Department of Education and Early Development

progress monitoring
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

Alaska Department of Education and Early Development

things to help the process
Things to help the process
  • Butte (Mat-Su) reading program sample
  • Know available resources at your site and within the district
  • Flexible scheduling

Alaska Department of Education and Early Development

school reading program sample 3 rd grade
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

school reading program sample 3rd grade
School Reading Program Sample -3rd Grade

Alaska Department of Education and Early Development

the solutions research and common sense into action
The Solutions (Research and Common Sense Into Action)
  • We can\'t work any harder!

So...

  • We gotta work smarter

And...

  • It will require the whole system working together
          • Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development

important points
Important Points!
  • RTI presents guidelines, not absolutes
  • The problems are similar everywhere you go
  • The principles for solving them are similar
  • The SPECIFICS will be different in your setting
  • Your solutions will differ from our solutions!

Alaska Department of Education and Early Development

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