Responsiveness to Instruction

1. Responsiveness to Instruction Preparing Our Kids for a Future

4. Benefits of RTI

5. The Importance of Reading • Children who read well, read more • They acquire knowledge in numerous domains • Children with limited reading-related skills rarely catch-up to their peers without intensive intervention • Many continue to experience difficulties throughout their school years and into adulthood • Christopher Lonligan (2004)

6. Traditional RtI RtI is a set of systematic, increasingly intensive educational interventions designed to target an individual student’s learning challenges to provide supplementary interventions as necessary.

7. Interventions Led by Schoolwide Teams Tiers 1 & 2 Students with motivational issues Students with attendance issues Students with behavior issues Tier 3 Students in need of intensive remedial support in universal skills: Reading, writing, number sense, English language, attendance and behavior Interventions Led by Collaborative Teacher Teams Tiers 1 & 2 Students in need of supplemental support in learning essential core standards and English language Austen Buffum, Mike Mattos and Chris Weber, 2012

8. What about PSRC Students? Often, students walk in with developmental delays How does this display in language, cognitive, and behavior? And over time, learning deficits compound and result in more students demonstrating increasing deficits in the higher grade levels; thus the percentages presented in the original RtI pyramid might be underestimates (Bender, 2012).

9. Dropout Nation – Frontline PBS Activity– Describe students and external factors that impact our students

10. YOUTUBE Pyramid Response to Intervention: How to Respond When Kids Don't Learn

11. The Florida Center for Reading Research Student Center Activities www.fcrr.org/curriculum/SCAindex.shtm

12. Problem-Solving Process

13. Essential RTI Components • Screening • Schoolwide, multi-level instructional prevention system: • Primary (Level I) • Secondary (Level II) • Tertiary (Level III) • Progress monitoring • Data-based decision making for: • Instructional decision making • Movement within the multi-level system • Disability identification (in accordance with state law) • Evaluating the effectiveness of the intervention

14. Process of RtI • Screening – a system for identifying students at risk for poor learning outcomes. • Multi-level prevention system – at least three increasingly intense levels of instructional support. • Primary, which is the core instruction and curriculum. • Secondary, which is in addition to the primary level and provides supports targeted to students’ needs. • Tertiary, also supplemental to primary, but more intense than secondary. • Progress monitoring – a system for monitoring the effectiveness of the supports provided to students. • Data-based decision making for • Instruction – determining who needs assistance, what type of instruction or assistance is needed, whether the duration and intensity are sufficient. • Movementwithin the multi-level system – when to move students to something more or less intense, who is responding and/or not responding. • Disability identification – when to refer for special education evaluation, how the student compares to his or her peers, did he or she receive appropriate instruction. This, of course, is in accordance with the state law. • Evaluating the effectiveness of the intervention

15. Process of RtI Timely, Directive, System, Flexible Support-1) timely interventions at the first indication that they need more time and support, 2) directive rather than invitational, so that students get the extra help they need 3) extra support is not dependent upon which teacher the student has, but implemented systematically. Shared Instructional Goals- 1) RtI will not be effective, if educators have not first collaborated to identify common instructional goals. 2) PLCs rely on frequent, timely common formative assessment data to determine which students need additional time and support, not last year’s summative assessment data. P21—Wiki Space Buffum, Mattos, Weber (2009)

16. Process of RtI Universal Screening- in both academics and behavior even before the school year has begun to identify who need additional time and support. 1)Apply universal screening in a broader context that includes behavior as as literacy and numeracy skills, and 2) to explicitly base decisions upon highly specific data.3)We commonly refer to “universalscreening”as the process that schools use to identify students who are at risk for poor learning outcomes. Frequent Progress Monitoring-1)measure the effectiveness of an intervention overall and for individual students. 2) Monitoring student progress as often as twice each week, using very short, specific probes to detect small changes in student learning. Research-Based Interventions- ‘research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs. School Culture- 1)Embed the professional learning communities model. 2) Professional Learning community finds a way to provide students this additional time and support the staff ‘brainstorms’ a series of interventions

19. Implementing Tier I Powerful classroom instruction begins with the adoption and use of an evidence-based curriculum, but effective teachers do not simply teach such a program page-by-page in the same way for all students. Rather, they differentiate instruction, providing instruction designed to meet the specific needs of students in the class.

20. Differentiating Instruction http://si2013planning.ncdpi.wikispaces.net/P21+Framework Overview of the P21 Rainbow

22. YouTube a visit to a differentiated classroom

23. http://www.fcrr.org/curriculum/PDF/G4-5/45TRGPartOne.pdf Researchers strong recommend differentiated instruction as the essential basis for RtI.—Factually, scholars now consider differentiated instruction the most effective basis for all instruction.

26. Tools for Differentiation http://www.greenwichschools.org/page.cfm?p=9184 ----P21 http://www.greenwichschools.org/page.cfm?p=9426

27. Middle School Practices for Primary Prevention • Improving the primary level of prevention (core instruction) • This practice is pivotal to RTI implementation success. • Engaging students in their learning • Every student knows the learning goals. • Using a standardized curriculum • Mr. X’s 6th-grade math is the same as Ms. Y’s 6th-grade math.

31. Snapshot… • Data: good assessments—benchmark and normative—and expert use of the data • Increased direct instructional time; additional time for those behind • Quality instruction in small, fluid, skill groups • Targeted accelerated growth; knowledgeable reading specialists Fielding, Kerr, Rosier, 2007

32. Creating a Positive Learning Environment • Behavior and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behavior. The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties—whether mild, moderate, or severe—the more academic success can be achieved. • Austin Buffum, Mike Mattos, and Chric Weber (2011)

33. Using Data…. • http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_092909.pdf • Collect and prepare a variety of data about student learning. -To gain a robust understanding of students’ learning needs, teachers need to collect data from a variety of sources. • Interpret data and develop hypotheses about how to improve student learning.-Working independently or in teams, teachers should interpret the data they have collected and prepared. • Modify instruction to test hypotheses and increase student learning. -After forming hypotheses about students’ learning needs, teachers must test their hypotheses by carrying out the instructional changes that they believe are likely to raise student achievement. • Page 17 on document for Action Plan

34. Using Data….. Teach students to examine their own data and set learning goals--Students are best prepared to learn from their own achievement data when they understand the learning objectives and when they receive data in a user-friendly format. Tools such as rubrics provide students with a clear sense of learning objectives, and data presented in an accessible and descriptive format can illuminate students’ strengths and weaknesses

35. Personalized Learner Assessment

36. Problem-Solving Process

37. Thinking and Learning Styles

38. Multiple Intelligences

39. Multiple Intelligences (continued)

40. Examples of Screening Indicators and Tools

41. Examples of MeasurableAcademic Skills andDiagnostic Assessments

42. Progress Monitoring

43. Progress Monitoring • Conducted frequently – at least monthly • Designed to: • Estimate rates of improvement • Identify students who are not demonstrating adequate progress • Compare the efficacy of different forms of instruction • Thereby design more effective, individualized instructional programs for struggling learners

44. What is the Difference Between Traditional Assessments and PM? • Traditional assessments: • Lengthy tests • Not administered on a regular basis • Teachers do not receive immediate feedback • Student scores are based on national scores and averages

45. What About When It Isn’t Enough?

46. Movement from Tier I to Tier II

47. Tier II After gathering accurate screening data on all students, schools must analyze the data, validate student needs, and match students that need support with an effective intervention. In other words, schools need the right interventions in place, the interventions must be intensive enough to accelerate student learning, and each intervention must be implemented with fidelity.

48. Culture:“RTI = All Staff + All Kids” • Schools reported a cultural shift in language and thinking. • Teachers think less about teaching content and more about ensuring that students learn. • “We [staff] all believe that all students can learn.” • All staff own all students; no more “my student” or “his student.” • All teachers can teach reading and mathematics.

49. http://www.studentprogress.org/

50. CBM in Relation to RTI There is no single, widely accepted “model” of the RTI process. In general, a school organizes its model into tiers. Each stage represents a continuum of increasing intensity of support.