1 / 30

SEAC Meeting December 14, 2009

SEAC Meeting December 14, 2009. Revisiting November’s Advice. Actions steps the District will take… Provide professional development to special ed teachers on the use and interpretation of Acuity and Yearly Progress Pro (YPP) so they can better communicate data with parents.

dawson
Download Presentation

SEAC Meeting December 14, 2009

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SEAC Meeting December 14, 2009

  2. Revisiting November’s Advice Actions steps the District will take… • Provide professional development to special ed teachers on the use and interpretation of Acuity and Yearly Progress Pro (YPP) so they can better communicate data with parents. • Begin work on developing standards-based IEP goals that can be effectively progress monitored with existing district assessment tools. • Continually evaluate and investigate research-based assessment/intervention tools to support sub-groups at risk of underachievement. • Identifying money to support further purchase of assessment tools- RtI , progress monitoring and SLD identification.

  3. Tonight’s Purpose Provide education on • Response to Intervention; • Access to Core/Universal instruction within the RtI model; and • The Problem Solving Process so you can advise the Special Education Department.

  4. Tonight’s Advisory Questions • What else do you need to know to more clearly understand RtI?   • How can the district best share information about RtI with our stakeholders?    • How should problem solving teams best share decisions/information with parents?

  5. “RtI is a systemic strategy that combines data-driven problem solving with a focus on research-based practice, implemented with fidelity, to maximize the achievement of ALL students.”  (Stevan J. Kukic – Sopris West)

  6. RtI is… A process of instruction, assessment and intervention that allows schools to identify struggling students early, provide appropriate instructional interventions, and increase the likelihood that all students will be successful. (Mellard & Johnson, 2008)

  7. The RtI-Special Education Connection As of August 2009, per IDEIA: • Students can no longer qualify for a learning disability using the discrepancy model. • Students must have documented access to quality core instruction, research-based general education interventions, and data demonstrating student’s response to instruction prior to referral

  8. RtI does not label students or relegate them to a program; rather it makes all teachers accountable for high-quality instruction and differentiation. RtI is based on the premise that all children can learn if appropriate support is available; there are no acceptable losses.

  9. How is RtI thinking differently? THEN NOW We find the kids before they fall too far behind Focus on standard-based core instruction Problem Solving Teams Frequent progress-monitoring using systemic data • The kids “found us” when they began to struggle • Focus on interventions • SST structures as a referral to special education • End-of-year monitoring our success

  10. What structures support thinking differently? What does RtI look like?

  11. INTENSITY

  12. TIER 1: Universal • Takes place in the regular classroom • Schools assess the total population 3 times a year to identify and monitor students at risk of failure. • Emphasizes high-quality general education , grade level curriculum with differentiated instruction. • Flexible grouping is key. • Specific interventions are implemented for students not likely to achieve success with grade-level material • On-going assessment is used to determine the success of the intervention and to plan necessary adjustments.

  13. TIER 2: Targeted • Students who do not respond to general interventions, even with adjustments, may be moved to Tier 2 for daily, additional support. • The instruction is provided by the classroom teacher, or someone else, within or outside the classroom. • More targeted support that revolves around a specific area of need- emphasizing skills and strategies in meaningful contexts. • On-going assessment is used to determine the success of the intervention and to plan necessary adjustments. • A student’s progress is largely dependent on the collaboration of those providing support.

  14. TIER 3: Intensive • Highest level of support and is targeted to meet the specific needs of the small percentage of students who are still unsuccessful. • Support is more individualized by reducing the instructional setting to three or fewer and often one on one. • Tier 3 instruction should be provided by a highly qualified teacher, generally outside the classroom. • Progress is monitored more frequently, but are must be taken that testing does not replace teaching.

  15. Equity and Access to Core is the key to student achievement

  16. How do we ensure Equity and Access? Provide high quality, initial, core instruction for ALL.

  17. Facets of High- Quality Tier 1 Instruction Differentiated Instruction Targeted Support High-Quality Curriculum

  18. High-Quality Curriculum CORE • Teachers are given clear guidance regarding the content to be taught in specific courses and at specific grade levels • No option to disregard or replace the assigned content. • YEAR AT A GLANCE • Teachers can address the required content in the instructional time available. • PACING GUIDES • Expert Teaching Guaranteed and Viable Curriculum

  19. Differentiated Instruction CORE • Differentiation is the heart of and soul of Tier 1 Core instruction. • Teachers can differentiate content, process or product. • Content - increase or decrease complexity or length of a task or level of material. • Process -physical environmental, instructional changes . • Product -allow students to demonstrate their learning in different ways.

  20. Targeted Instruction CORE • Always happens in small groups or one-on-one. • Teachers increase instructional intensity by decreasing group size or increasing frequency/duration. • Increased feedback, guidance, scaffolded support. • Experiences center around high-quality resources. • Targeted instruction teaches struggling learners the same key strategies as proficient learners.

  21. RtI incorporates general education and supplemental high-quality instruction matched to students’ needs.

  22. The Million Dollar Question… How do teachers know how to differentiate and when to provide targeted instruction?

  23. And the answer is…. Increased collaboration and profession dialogue between and among classroom teachers and support staff at all grade levels. …Problem Solving Teams

  24. A Key Feature of RtI • RtI is a collaborative effort using a problem-solving team approach. • The Problem Solving Team makes specific decisions about what, when, where and how instruction is provided.

  25. Collaborative Problem Solving Process Identify the Problem Establish New Goals Devise a Plan Analyze Success

  26. Meeting Core Generalized Data Analysis Universal Stay the Course Progress Monitor Not Meeting Core Jeffco Problem Solving Process Step 4Evaluate the RTI Step 1Identify the Problem • Flexible to Meet the Demands of the Identified Problem • Becomes more and more specific to meet the needs of learner groups Step 2Dig Deeper – Analyze the Data Step 3Design & Implement the Plan

  27. Universal: Grade or Classroom Level Inquiry Stay the Course with Differentiated Instruction Progress Monitor Yes Are all my students on target for proficiency? No Level 1 = Core Analysis Are there students who are not making sufficient progress? If yes, move to Targeted Interventions Step 1: Define the Problem Is my core program sufficient? Step 4: Evaluate the RTI Are my students making progress toward grade-level proficiency? Step 2: Analyze the Data Where does the problem/gap exist in core? Why do these gaps exist? Step 3; Design & Implement the Plan What will I do to address the gaps?

  28. Problem Solving Process • A supportive collaboration. • The role of the team is not to make decisions for interventionists/support staff, but to offer a springboard to think more deeply about each aspect of instruction. • The support staff and classroom teachers are central to this process since they have an insider’s viewpoint. • Team membership is flexible and includes individuals who have a diverse set of skills and expertise that can address a variety of behavioral and academic needs. • Includes a structure for analyzing the reasons for a student’s academic or behavioral needs, planning and implementing interventions and evaluating the effectiveness of an intervention.

  29. “My green thumb came only as a result of the mistakes I made while learning to see things from the plant’s point of view.” -H. Fred Hale

  30. How do we evaluate effectiveness? The District has developed a rubric to support schools in self-evaluating their progress toward full RtI implementation. For Problem Solving the RtI Rubric looks at the following areas: • School RtI team • Professional Development • Analysis of Core Instruction • The Problem Solving Process • Using and Interpreting Data to Make Instructional Decisions • Referral Process • SLD Referral • Evaluation of RtI and Progress Monitoring

More Related