Transition from 4 to 3 Tiers

1. Transition from 4 to 3 Tiers September 25, 2012 Hurley Room, Rowan County Library

2. 4 Tiers to 3 Tiers Yippee! YEA! • Major Change: • No INDIVIDUAL tier I paperwork • Tier I becomes only the CORE Woo Hoo!

3. Tier I • At Tier I the CORE is analyzed and the grade level teams apply the problem solving model to strengthen the CORE. • Tier I should be started if the skill area has <80% proficiency.

4. How do we get to 80% proficiency???? Discuss the amount of time for core instruction for all students. Do students have enough time receiving core instruction? Do ALL students (including EC and ELL) receive core instruction? These are 2 RSS schools this fall! It is possible!

5. Less than 80%... • We CANNOT fix it by intervening only with individual students. • We CAN fix it by intervening in the core curriculum and instruction!

6. Team Initiated Problem Solving! As grade level teams, begin problem solving: Identify Problems Develop Hypothesis Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Plan

7. Data to identify problem areas: • EOG scores • Universal Screening Data • Common Formative Assessment Data • Office Discipline Reports • Attendance Records *Do any of the assessments that your school uses allow analysis of specific skills taught in the core? Not content

8. Identify the Problem • Identify the problem based on your data. • Example: 75% of all 1st graders did not meet grade level expectation in the area of Phonemic Awareness based on Fall Universal Screening.

9. Develop Hypothesis • Have to ask questions to form a hypothesis: • What is the problem? • Why is it occurring? • Make an informed guess. • Collect multiple means of data.

10. Hypothesis Domains… Ask questions across three domains: Instruction: lack of training/support? Example: Phonics based instruction was implemented as whole group and not differentiated for all students. Curriculum: lack of content? Example: Reading curriculum lacks emphasis in phonemic awareness. Environment: something in the environment that interfered with learning? Example: classroom environment, home environment.

11. Precise Problem Statement • Combine your Identify the Problem statement and your hypothesis into one single statement. The sentence needs to be factual.

12. Discuss and Select Solutions • Solution should be based on the precise problem statement which is developed around instruction, curriculum, and/or environment • Goal needs to be a specific description of desired change • Goal should be specific, measurable, attainable, relevant and time-bound.

13. Select Solutions… • What strategies are you going to implement that are DIFFERENT from what you are doing now? • Example Solutions: • Wordly Wise • FUNdations • Number Worlds • Fluency Centers (FCRR) be specific • Phonemic Awareness centers (FCRR) be specific

14. Develop and Implement Action Plan… • Document Who, What, Where and How Often. • Example: All Students Fundations Classroom Daily All Students Number Worlds Classroom Daily All Students Math Journals Classroom Daily

15. Goals • Enter Baseline data. • Short-Term Example: By January, 65% of students in 1st grade will attain the target score in oral reading fluency. • Long-Term Example: By May, 80% of students in 1st grade will attain the target score in oral reading fluency. • Goals need to be Specific, Measurable, Attainable, Relevant and Time Bound.

16. Measurement Strategy • Strategic Monitoring – can be done monthly for the entire class or grade level or school in any or all skill areas. • For Example: Strategic monitor all 1st graders with QDM on November 5th, 2012. • Winter Benchmark • For Example: Winter benchmark for RCBM on January 24, 2013.

17. Data Decision Rules… • If…..then…. Statement • For Example: If more than 50% of teachers (3 out of 6)report minimal progress after 3 weeks, make changes.

18. Evaluate and Revise… • Set a date and time to reconvene to look at your new data (from your strategic monitoring or benchmark, etc.) • Determine how to respond when your students don’t learn and when students have learned.

19. Evaluate and Revise… • Continue curriculum change throughout the school year but increase frequency • Continue to monitor all students • Determine curriculum changes for next school year • Consider master schedule revision based on NEEDS/WEAKNESSES • Analyze upper grade reading skills • If your hypothesis was not correct, go back to identifying the problem and go through the steps again.

20. Tier II • After the CORE has been strengthened and about 80% of students are proficient, children who continue to struggle can begin Tier II interventions.

21. <80% Proficient… • This does NOT mean that there would not be any students who would receive Tier II intervention. • It is going to have to be case by case. If the child, who has received the same core as their peers, still falls well below their peers, they might need additional instruction.

22. Instructional Recommendations Chart Percentile Rank is for grade at your school Use the Instructional Recommendations chart to see how the students are performing compared to their peers. Comparison is for AIMSweb National Norms

23. Report Comparisons • Make sure the top of your graph looks like this to look at how your children are comparing with their grade and with national norms. • If not, click expand and choose the correct comparisons.

24. Reporting Options • Criterion Referenced: Triangle and/or Rainbow Graphs • A set target score has been calculated and classifies the children into red, yellow and green. • The children in green have an 80% of passing the End of Grade tests. • Norm Referenced: All other graphs • Comparing our children to AIMSweb default norms. • Children are grouped into red, yellow, green, blue, and white. • Average is 25th -75th percentiles

25. Child Well Below Peers • If you have a child who falls well below his/her peers who has received the same CORE instruction and you have other formative data such as Reading 3D, EOGs, classroom grades and work samples,etc. who demonstrates a weakness above and beyond their peers, you can bring them to Tier II team to begin problem solving the individual weakness.

26. Rate of Improvement/Growth Rate • If other students are growing with the changes you've made in core (even if they are still well below peers), that may be a student we'd need to implement more intervention with, given lack of growth.

27. What do we do with children in Tier II now? • Put a copy of the one page problem solving sheet into their RtI folder to document that their needs are being addressed in the core curriculum. • They are now going to be considered Tier I.

28. What to do with the students in Tier III now? • Option 1: Problem solve the corefor entire grade level or for the classroom in specific area of weakness • Set a goal, define measurement strategy (i.e. strategic monitor on November 1), and set meeting time to review new data. • At new meeting, if goal was met and there are still children well below average, begin them in their previous tier.

29. Next Option • Option 2: • Problem solve the CORE And • Begin Tier III children immediately in Tier III

30. Reminders… • Tier II • Need to send home old Tier I Notification and Social History form • Need to complete a demographics sheet • Need to request vision and hearing screening • Tier III • Need to send home Tier III invitation • Need to complete request for speech/language screening (unless there was a concern in Tier II)