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Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com. RTI Implementation: Steps for Classroom Teachers. STUDENT SUCCESS. PST. RtI.

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dr denise p gibbs director alabama scottish rite foundation learning centers gibbsdenise@aol com
Dr. Denise P. Gibbs, Director

Alabama Scottish Rite Foundation Learning Centers

gibbsdenise@aol.com

RTI Implementation: Steps for Classroom Teachers

STUDENT

SUCCESS

PST

RtI

slide2

This presentation is provided at no cost to Alabama schools by the Alabama Scottish Rite Foundation. The philanthropy of the Alabama Scottish Rite Foundation began in the 1950’s in Alabama and continues today. The mission of the Alabama Scottish Rite Foundation is to provide help to Alabama Schools as they work with students who struggle in reading -particularly those students with dyslexia.

Mega 2011 - Gibbs

anticipation guide then turn and talk

Anticipation Guidethen…Turn and Talk

Bell ringer activity

As soon as you are seated, please complete the Anticipation Guide included in your handout.

Then…turn to your neighbor and talk about your initial answers

Mega 2011 - Gibbs

gains from high impact instructional strategies research findings marzano 2001
Gains From High Impact Instructional Strategies: Research Findings(Marzano, 2001)

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gains from high impact instructional strategies research findings marzano 20015
Gains From High Impact Instructional Strategies: Research Findings(Marzano, 2001)

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today s high impact strategies
Today’s High Impact Strategies
  • 9. Questions, cues, and advance organizers – Anticipation Guide, session outcomes, RTI Vocabulary
  • 6. Cooperative learning – Turn and Talks
  • 2. Summarizing and note taking – Power Point slides, your notes, 3-2-1 for steps for teachers
  • 1. Similarities and differences – homogeneous and heterogeneous collaborative groups - Double Bubble
  • 4. Homework and practice – utilize at least one of these strategies in your work

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session outcomes
Session outcomes….

Today, you will:

Practice high impact strategies

Discuss essential elements of Tier 1 core instruction in K-3 and in 4-12

Discuss essential elements of Tier 2 classroom support and intervention in K-3 and 4-12

Recognize how the steps you take will play a central role in the successful implementation of the RTI framework at your school

Gain access to information about tools to facilitate instruction and intervention

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rti guidance document from the alsde
RtI Guidance Document from the ALSDE

Response to Instruction (RtI): Alabama’s Core Support for All Students: Standards, Resources, Support

Alabama’s Tier I expectations-pages 5-6

Alabama’s Tier II expectations-pages 7-10

Alabama’s Tier III expectations-pages 11-13

Problem solving process-page 15

Goal setting-pages 16-17

Alabama’s six-step RtI protocol-page 18

Download from www.alsde.edu

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tier 1 core instruction

Tier 1 Core Instruction

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alabama s k 12 tier i guidance pp 5 6
Alabama’s K-12 Tier I Guidance(pp 5-6)

All students should receive high quality research-based instruction that is delivered with fidelity utilizing a curriculum that is viable, rigorous, and standards driven.

Teachers should routinely use a variety of supports as soon as a student begins to struggle in their classroom. Strategies should include:

flexible grouping

differentiated instruction

re-teaching

multiple opportunities for practice

Mega 2011 - Gibbs

more about k 12 tier 1
More About K-12 Tier 1

Important to address grade level standards

AL adopted Common Core State Standards on 11/18/2010

Utilize all available curriculum materials with fidelity.

Provide students with Tier 1 differentiated instruction and support (as described in the ALSDE RtI guidance document and cited on slide 10) as soon as they begin to struggle.

All Tier 1 students should participate in benchmark assessments 3 times per year (as described on page 5 of the ALSDE RtI guidance document)

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best practices for grades k 3 tier 1
Best Practices for Grades K-3 Tier 1

90 minutes in reading and 60 minutes in math of uninterrupted core instruction

National Reading Panel (NRP) and National Mathematics Advisory Panel (NMAP) suggest a combination of whole and small group differentiated instruction

The five big ideas from the NRP and critical benchmarks from NMAP!

Common Core State Standards include specifics re: math and reading.

Mega 2011 - Gibbs

best practices for grades 4 12 tier 1
Best Practices for Grades 4-12 Tier 1
  • Grade-level standards-based instruction
  • Students learn how to learn
  • Strategic teaching or content literacy instruction provided in ALL classes
  • Some time for students to work with peers daily in ALL classes
  • Encourages student engagement
  • Students become active participants in the learning process
  • Students “make their own meaning”

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tier 2 intervention

Tier 2 Intervention

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alabama s tier ii guidance pp 7 10
Alabama’s Tier II Guidance(pp 7-10)

Tier II interventions should begin as soon as possible after students have been identified through screening or benchmark assessments and should be monitored regularly.

Materials and strategies should be specialized, research or evidence-based interventions that are based on the needs of the students needing the intervention and should be implemented with fidelity.

May be standard treatment protocol

Mega 2011 - Gibbs

about grades k 3 tier 2
About Grades K-3 Tier 2

Additional small group instruction

Best when provided by classroom teacher but could use a “walk-to” model if desired

Set intervention goal and monitor progress

At least 10-12 weeks in duration but…

Time really depends upon what the data reveal

May need additional rounds of Tier 2 if “adequate progress” is being made

May need to move to Tier 3 if “inadequate progress” is being made

Mega 2011 - Gibbs

about grades 4 12 tier 2
About Grades 4-12 Tier 2
  • Differentiated strategic teaching to support grade-level standards instruction in all content subjects
  • Teacher explicitly models strategies with students and scaffolds as needed
  • Opportunities for peer-tutors and heterogeneous grouping - stripe day (weaker with stronger and teacher rotates among groups)
  • Opportunities for homogeneous grouping – solid day (skill-level groups and teacher works with low group and provides differentiated challenges for other groups to complete independently)

Mega 2011 - Gibbs

about grades 4 12 tier 218
About Grades 4-12 Tier 2
  • Most tier 2 students in grades 4-12 are likely to be receiving both tier 2 and tier 3 support.
  • When students are in both tier 2 and tier 3 interventions, your district may decide that progress monitoring will be completed as part of the tier 3 activities.
  • Documentation of tier 2 implementation integrity could include:
    • Policy statement in handbook!
    • Student grouping lists
    • Walkthroughs
    • Outcomes!

Mega 2011 - Gibbs

double bubble time

Double Bubble Time

Compare and contrast Solid and Striped Grouping

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3 2 1 foldable as an advanced organizer

3-2-1 foldable as an advanced organizer

3 - most important steps2 – details for each1 – thing that will require the most PD for you to be ready to implement

Mega 2011 - Gibbs

teacher s work in rti implementation these apply for k 12 teachers
Teacher’s Work in RTI Implementation (These apply for K-12 teachers)
  • Deliver Tier 1 scientific, research-based instruction with consistency
  • Know which of your students are to participate in Tier 2 and Tier 3 interventions for math and for reading (and for behavior).
  • Designate time for Tier 2 interventions and deliver Tier 2 intervention consistently and with fidelity
  • Collect informal progress monitoring data (work samples, observations, etc)

Mega 2011 - Gibbs

teacher s work in rti implementation23
Teacher’s Work in RTI Implementation
  • Facilitate your students’ participation in Tier 3 when needed (if pull-out is used).
  • Participate in Team discussions regarding student outcomes.
  • Collect formal progress monitoring data for “tier 2 only students” (whose progress is not being monitored in tier 3 intervention classes).

Mega 2011 - Gibbs

1 scientific research based instruction
(1) Scientific, research-based instruction
  • Reading
    • Report of the National Reading Panel
  • Math
    • Report of the National Mathematics Advisory Panel
  • Content
    • Organizing Instruction and Study to Improve Student Learning (WWC Practice Guide)

Mega 2011 - Gibbs

1 some examples of research based instructional strategies from doing what works website
(1) Some examples of research-based instructional strategies (from Doing What Works website)
  • Space learning over time
  • Alternate worked examples with opportunities for practice
  • Abstract-concrete connections
  • Higher-order questions
  • Think-alouds
  • Student-driven text discussions

Mega 2011 - Gibbs

2 know which students need tier 2 support
(2) Know which students need Tier 2 support
  • Results of screening should be noted for each student.
  • Color-coded or numerically-coded lists of students may be provided as types of reports generated via commercially available screening tools.
    • Using a color-coding system of “dots in the grade book” may be useful.
    • Coding Tier 2 and Tier 3 students with a 2 and/or a 3 may be useful.

Mega 2011 - Gibbs

3 designate time for tier 2 interventions k 3
(3) Designate time for Tier 2 interventions –K-3
  • For students who fail the school’s screening, deliver Tier 2 reading and math interventions.
    • Deliver small group intervention using scientific, research-based strategies and/or programs.
  • Plan student center or independent work for non-intervention students.
  • May use a “walk-to-intervention” model if desired.

Mega 2011 - Gibbs

3 deliver interventions with fidelity k 3
(3) Deliver interventions with fidelity (K-3)
  • Ensure the following:
    • Length of lessons is as recommended;
    • Frequency is as recommended;
    • Size of group is not larger than recommended;
    • Materials are available and utilized as intended;
    • You are prepared to deliver lessons as intended.

Mega 2011 - Gibbs

3 designate time for tier 2 interventions 4 12
(3) Designate time for Tier 2 interventions –4-12
  • Tier 2 intervention consists of classroom support for students in all content areas.
  • Some portion of the instructional time in content classes should be devoted to collaborative group learning experiences for all students.
  • Using data to construct groups will allow you to use both a peer-assisted learning environment and a “leveled groups” environment.
  • You can work closely with students who need support providing explicit instruction and scaffolding as needed to ensure student success.

Mega 2011 - Gibbs

4 collecting informal assessment data
(4) Collecting informal assessment data
  • Work samples including graphic organizers and writing samples completed by tier 2 and tier 3 intervention students can become important sources of data to be used in data-based decision making.
  • Random samples as well as specifically selected samples may provide useful information regarding the student’s response to intervention.

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slide31

(5) Facilitate your students’ Tier 3 participation (applies especially to self-contained k-5 classes in which an acceleration block is not used)

  • Make sure that students are released on time for intervention classes!
  • Make sure that you do not (intentionally or unintentionally) penalize students for missing class while attending Tier 3 interventions.
    • Do not require students to do extra homework or to make up missed work
    • Help students “fit back into the activity” as they return from intervention
  • Communicate with the Tier 3 intervention teacher

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6 pst meeting discussions
(6) PST meeting discussions
  • Data obtained from both formal progress monitoring and informal progress monitoring should frame PST discussions.
  • Graphs of formal progress monitoring should be viewed in the context of work samples and other classroom-generated data.

Mega 2011 - Gibbs

7 collecting formal progress monitoring data
(7) Collecting formal progress monitoring data
  • Formal progress monitoring data should be collected for each student participating in interventions.
    • Minimum progress monitoring frequency should be a district-wide decision
  • Generally, the classroom teacher should conduct formal Tier 2 progress monitoring for students who are not also in Tier 3 interventions.
  • The Tier 3 intervention teacher should conduct formal progress monitoring for students receiving Tier 3 intervention
    • Data from formal progress monitoring should be recorded on the SID form and brought to the PST meetings.

Mega 2011 - Gibbs

7 some documentation shortcuts
(7) Some documentation shortcuts!
  • If student is in tier 2 and tier 3 interventions, progress monitor (PM) and do SID form in tier 3 only?
    • Explain system policy that all tier 3 students automatically receive tier 2 support in all classes.
    • Teachers “turn in” data-based groups for each period.
    • Document provision of Tier 2 through walkthroughs
  • If student is in tier 2 only, PM and do SID form only 1 time each day (second period)?

Mega 2011 - Gibbs

some very useful websites for independent reviews
Some VERY Useful Websites for INDEPENDENT Reviews!
  • What Works Clearinghouse (WWC)
    • http://ies.ed.gov/ncee/wwc/
  • Best Evidence Encyclopedia (BEE)
    • http://www.bestevidence.org
  • Promising Practices Network (PPN)
    • http://www.promisingpractices.net/default.asp
  • National Center on Response to Intervention
    • www.rti4success.org

Mega 2011 - Gibbs

national mathematics advisory panel report 2008
National Mathematics Advisory Panel Report(2008)

In mastering whole numbers, fractions and geometry and measurement; students need to gain:

Conceptual understanding

Computational fluency

Problem solving

Mega 2011 - Gibbs

slide40
WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools

Recommendation 1. Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk.

Recommendation 2. Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee.

Mega 2011 - Gibbs

slide41
WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools

Recommendation 3. Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.

Recommendation 4. Interventions should include instruction on solving word problems that is based on common underlying structures.

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slide42
WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools

Recommendation 5. Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas.

Recommendation 6. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

  • www.interventioncentral.org

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slide43
WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools

Recommendation 7. Monitor the progress of students receiving supplemental instruction and other students who are at risk.

Recommendation 8. Include motivational strategies in tier 2 and tier 3 interventions.

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content of math interventions
Content of Math Interventions

DWW website provides an overview of what research has demonstrated in terms of the essential content of math interventions.

Content of Math Interventions video clip

NCTM Guidelines for Review of Math Interventions

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some wow math websites
Some WOW math websites!
  • http://www.matti.usu.edu/ma/nav/bb_dlib.jsp
    • Interactive online activities
  • http://www.oci-sems.com
    • Otter Creek math products – Mastering Math Facts and Word Problems Made Easy !!!!!
    • Can download free directions for program implementation!!!
  • http://www.dadsworksheets.com
    • Materials needed for Mastering Math Facts and Word Problems Made Easy

Mega 2011 - Gibbs

some wow math websites46
Some WOW math websites!
  • http://www.learner.org/courses/learningmath/
    • Awesome PD site for teachers!
  • http://www.pballew.net/etyindex.html
    • Math vocabulary
  • http://illuminations.nctm.org/Lessons.aspx
    • NCTM amazing standards-based lessons and materials! 

Mega 2011 - Gibbs

effective tier 2 literacy intervention
Effective Tier 2 Literacy Intervention

Mega 2011 - Gibbs

A standard treatment protocol may be a good option at this level.

Use screening criterion to determine student’s need for Tier 2 intervention.

Provide a broad-based intervention which will meet the needs of at least 75 percent of your struggling readers.

research analysis illustrates that all highly effective tier 2 interventions emphasize
Research analysis illustrates that all highly effective Tier 2 interventions emphasize:
  • phonological awareness
  • decoding, and word study
  • guided and independent reading of progressively more difficult text
  • writing exercises
  • engaging students in practicing comprehension strategies while reading text

(Scammacca, et al., 2007)

Mega 2011 - Gibbs

early interventions in reading torgesen and mathes 2005
Early Interventions in Reading(Torgesen and Mathes, 2005)

Mega 2011 - Gibbs

  • 120 lessons, 40 minutes, 3-5 students.
  • Mathes, et al 2005 study ….
    • Excellent gains after 91 hours of instruction.
    • Only 1% of the students were reading below the average range (30th percentile)!
    • Intervention students had steeper rates of improvement than typical readers on word reading, passage fluency, and phonological awareness.
  • Published by SRA.
responsive reading instruction denton and hocker 2006
Responsive Reading Instruction(Denton and Hocker, 2006)

Mega 2011 - Gibbs

  • 40-minute lessons; 3 students.
  • Mathes, et al 2005 study ….
    • Excellent gains after 91 hours of instruction.
    • Only 7% of the students were reading below the average range (30th percentile)!
    • Intervention students had steeper rates of improvement than typical readers on word reading, passage fluency, and phonological awareness.
  • Published by Cambium Learning.
grades 4 12 tier 2 strategies
Grades 4-12 Tier 2 Strategies
  • Strategies which are utilized in both Tier 1 and Tier 2 for grades 4-12 must be grounded in research.
  • Research provides clear evidence of what works
  • Marzano’s High Impact Strategies
  • Get everyone to use the “Magnificent Seven” strategies while they are reading.

Mega 2011 - Gibbs

magnificent seven pearson et al 1992
Magnificent Seven(Pearson, et al., 1992)

Mega 2011 - Gibbs

  • Making connections to prior knowledge
  • Inferring and predicting
  • Asking questions
  • Determining important ideas and summarizing
  • Visualizing
  • Synthesizing and retelling
  • Monitoring and clarifying understanding of text and vocabulary
partner assisted learning strategies pals fuchs and fuchs
Partner-Assisted Learning Strategies (PALS)Fuchs and Fuchs
  • Use in all content areas
  • Students alternate being the reader or the coach
    • K-PALS - letter-sound correspondence, decoding, phonological awareness, and sight words
    • 1-PALS – decoding and reading fluently
    • 2-6 PALS – fluency and comprehension
  • WWC percentile point gains
    • Alphabetics = 19
    • Comprehension = 13
    • Fluency = 13

Mega 2011 - Gibbs

classwide peer tutoring cwpt
Classwide Peer Tutoring (CWPT)
  • supplemental reading skill practice and to be incorporated into any core reading program
  • teacher matched pairs of students work on specific reading skill development with students alternating roles between tutor and tutee
  • WWC percentile point gains
    • General reading achievement = 14

Mega 2011 - Gibbs

project criss creating reading independence through student owned strategies
Project CRISS (Creating Reading Independence through Student-owned Strategies)
  • 12-18 hour professional development program
  • Focus is to teach students how to
    • interact with text
    • understand text structure
    • have productive discussions
    • engage actively in learning processes
    • organize for learning
    • write to learn
    • write reports and essays
    • learn new vocabulary
  • WWC percentile point gains
    • Comprehension = 20

Mega 2011 - Gibbs

think aloud powerful for differentiating
Think Aloud – Powerful for differentiating!

1. Read a selection aloud to the class (or to a small group in the class)

Orally describe the thinking going on in your head as you make sense of the text.

As you prepare to do this, you might use sticky notes as prompts.

Can teach students how to do this also.

Mega 2011 - Gibbs

cooperative and partnered learning tools rozzell scearce 2009
Cooperative and Partnered Learning Tools(Rozzell & Scearce, 2009)
  • Jigsaw Modified
    • Divide text (or math problems) into 4 segments and have 4 students in each group (Home team)
    • Students number off 1-4 and then regroup by those numbers (expert team).
    • 1’s discuss/work segment 1, 2’s discuss segment 2, etc.
    • Home team group reconstitutes and each segment is then discussed
    • Design an assessment to see how well the groups acquired the information from the various sections

Mega 2011 - Gibbs

vocabulary strategies
Vocabulary Strategies
  • Marzano’s Six steps
    • Introduce the term authentically
    • Have student restate the meaning in their own words
    • Use / create visuals
    • Get to a deeper understanding (associations, connections, etc)
    • Vocabulary discussions
    • Word play
  • Vocabulary Visual Word Association (VVWA)

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reading comprehension active reading strategies
Reading Comprehension: Active Reading Strategies
  • Before strategies
    • Set the stage
    • Assess and build content knowledge
  • During strategies
    • Metacognition
    • Support and monitor comprehension
  • After strategies
    • Review, organize
    • Evaluate, extend, and transfer content knowledge

Mega 2011 - Gibbs

slide65
ABC Graffiti (Rozzelle & Searce, 2009)
  • Present the topic of the brainstorm to the students.
  • Students list all the letters of the alphabet down a sheet of paper, leaving room beside each letter to write out the rest of a word or phrase.
  • Students work individually thinking of as many words as they can that are associated with the topic and write the words beside the appropriate letters.
  • After a few minutes, let the students pair up or work in small groups to fill in blank letters they have not yet completed.
  • Allow students to share with the entire class possible terms for the different letters of the alphabet.

Mega 2011 - Gibbs

slide66
Cornell Note-Taking (Allen, 2004)

Provide Cornell Note-Taking form or folded paper

Read text and model for students the notes you would take while reading that text

Develop questions that the notes would answer

Use notes and questions to summarize the main ideas in 2-3 sentences.

Mega 2011 - Gibbs

free graphic organizers
Free Graphic Organizers
  • http://wrhs.pasco.k12.fl.us/wordpop/WordPOP
  • http://www.dinah.com/manipulatives.php
  • http://foldables.wikispaces.com/Foldables
  • http://pages.sbcglobal.net/cdefreese/foldables/
  • http://www.readingquest.org/strat/home.html
  • http://go.solution-tree.com/literacy/

Mega 2011 - Gibbs

content literacy strategy resources
Content Literacy Strategy Resources
  • Power Tools for Adolescent Literacy (2009) by Jan Rozzelle & Carol Scearce
  • Strategies for engaging students
  • Comprehension strategies (before, during, and after)
  • Vocabulary strategies
  • Strategic learning
  • Website with free downloadables
    • Go.solutions-tree.com/literacy

Mega 2011 - Gibbs

content literacy strategy resources69
Content Literacy Strategy Resources
  • Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12 (2007) by Janet Allen
  • 22 vocabulary strategies with examples for use in secondary content classes
  • Includes a CD with graphic organizers.

Mega 2011 - Gibbs

content literacy strategy resources70
Content Literacy Strategy Resources
  • Tools for Teaching Content Literacy (2004) by Janet Allen
  • 15 before, during, and after strategies for use in content classes (with examples)

Mega 2011 - Gibbs

content literacy strategy resources71
Content Literacy Strategy Resources
  • More Tools for Teaching Content Literacy (2008) by Janet Allen
  • More than 20 additional strategies with graphic organizers for easy implementation.

Mega 2011 - Gibbs

slide73
THANK YOU!

RTI for Early Readers: Implementing Common Core Standards in Your K-5 RTI Model (LRP, 2011)

RTI for Middle and High Schools: Strategies and Structures for Literacy Success(LRP,2008)

Leading the Dyslexia Challenge: An Action Plan for Schoolwide Identification and Intervention (LRP, 2004)

gibbsdenise@aol.com

Mega 2011 - Gibbs