Post on 27-Mar-2015
Response to Intervention – Tier 2November 20, 200810:00 am
Our session will start momentarily. While you are waiting, please do the following:
Enter/edit your profile information by going to:•Tools - Preferences - My Profile…•Fill out the info on the “identity” tab and click “OK”•To view the profile of another use, hover your mouse over his or her name in the participants window Configure your microphone and speakers by going to:•Tools – audio – audio setup wizard
Confirm your connection speed by going to:•Tools – preferences – connection speed
Type into Chat area here
Use pull-down menu Use pull-down menu to send your message to:
- this room- just the moderators- selected participant
Please note: Please note: the moderator will see all messages sent … including private messages sent to individual participants.
Using Audio: When Someone Else is Talking
Questions and Answers
There are two options for asking questions:
1. Type your question in the chat section. Make sure you send it to “this room” so that all can see your question. DOE personnel will respond to your question.
2. Raise your hand by clicking on the raise hand icon on the left side. We will activate your microphone for you to ask your question. (Only one person may talk at a time.)
Response to Intervention
Process of aligning appropriate assessment with purposeful instruction for all students.
Tier 1 Non-negotiables
Tier 1
STANDARDS-BASED CLASSROOM LEARNING:• All students participate in general education learning that
includes: – Universal screenings to target groups in need of specific instructional
support. – Implementation of the Georgia Performance Standards (GPS) through a
standards based classroom structure. – Differentiation of instruction including fluid, flexible grouping, multiple
means of learning, and demonstration of learning.– Progress monitoring of learning through multiple formative
assessments.
When are tier 2 interventions needed?
• Movement between Tier 1 and Tier 2 is fluid and flexible. • Three important questions must be addressed to determine the
reason for the need for additional support:– Is the learning concern a curriculum issue?– Is the learning concern an instructional issue?– Is the learning concern a student issue?
• Students identified through the universal screening and classroom performance data are placed in Tier 2 interventions that supplement the Tier 1 classroom.
• High achievers and low achievers may need interventions based on progress monitoring data and individual performance expectations.
Tier 2 Non-negotiables
NEEDS-BASED LEARNING:• In addition to Tier 1, targeted students participate in
learning that is different by including:– Standard intervention protocol process for identifying and
providing research based interventions based on need and resources.
– On-going progress monitoring to measure student response to intervention and guide decision-making.
Standard Protocol
a process where a school or system uses pre-determined scientifically based interventions in a specific sequence with identified students.
• Interventions at Tier 2 are typically standard protocols employed by the school to address the learning and/or behavioral needs of identified students.
• These protocols are typically implemented in a specific sequence, based on the resources available in the school.
Example• Georgia Middle School, students who are identified
as needing additional reading support will go to a reading intervention during Connections.
• During the intervention, the teacher uses specific research based practices to address the group’s reading needs while keeping a clear focus on the GPS, grade level expectations in the content areas, and transfer of learning to the general classroom.
Collaboration between the intervention teacher and the general teacher team is required.
• During the intervention, progress monitoring is used to determine the student’s response to the intervention.
• The progress monitoring tool and frequency of implementation are collaboratively determined by the teaching team and the intervention teacher (and the Data Team).
• Based on the progress monitoring data, the school standard protocol process may require individual students to continue in the intervention, move to another Tier 2 intervention, or move to Tier 1 interventions.
• For a few students, the data team may consider the need for Tier 3 interventions based on individual responses to Tier 2 interventions.
Interventions
• Scientifically proven interventions mean that scientific results have already been published in peer-reviewed journals using the scientific rigor described in the definition from NCLB (see chapter 3).
• Research based interventions mean the methods, content, materials, etc. were developed in guidance from the collective research and scientific community.
• Evidence-based interventions indicate that specific data is available that shows the intervention improves student outcomes.
Tier 2 interventions are not a substitution for Tier 1 instruction, but are layered in addition to the Tier 1 instruction that is provided.
Tier 2 interventions should be pre-planned, developed, and supported at the school level, thereby, becoming “standard intervention protocols” that are proactively in place for students who need them.
• The instruction within the Tier 2 intervention is a critical focus for the data team.– Is the instruction different from the general
classroom?– Is the instruction designed to support targeted
student performance in the general classroom?– Are students responses to the intervention being
monitored?
• Progress monitoring should be used for identified students involved in Tier 2 to measure the effectiveness of the intervention.
• The Georgia Department of Education recommends districts and schools monitor the transfer of learning from all interventions to the Tier 1 general classroom.
For Tier 2, what should the data team be doing?
• Monitoring intervention implementation – fidelity
• Analyzing progress monitoring data– Individual, group, and school wide
• Evaluating intervention effectiveness• Supporting the collaboration between
intervention teacher and general teacher
Interventions are…
• Targeted based on progress monitoring• In addition to classroom instruction• Individual, small group, or technology assisted• Increase in structure and relevant practice• Additional learning strategies• Mini lessons on skill deficits• Administered by classroom teacher, specialized
teacher or external interventionist
Dr. John McCook
Interventions are NOT…
• Preferential seating• Shortened assignments• Parent contacts• Classroom observations• Suspension• Doing MORE of the same• Retention• Peer helpers (informal)
Dr. John McCook
ELL Interventions
http://www.centeroninstruction.org/
ELL Interventions
• Explicit, early, and intensive phonological awareness and phonics to build decoding skills.
• Increase instruction and opportunities to develop sophisticated vocabulary knowledge.
• Strategies to comprehend and analyze challenging text as many ELL students read passively, without effective monitoring/strategy use, a process, which is narrow in focus and hindering.
• Strategies to promote fluency, focusing on vocabulary .• Engagement in structured, academic talk .• Independent reading with structure, goals, careful text selection with
purpose, direction, immediate corrective feedback, and an avoidance of self-directed, self-chosen, independent reading programs without direct involvement by an educator.
Examples of Interventions for gifted students
• Students are Assessed in Multiple Ways
• Tiered Activities• Tiered Products• Independent Study• Multiple Testing Options• Multiple Texts• Alternative Assessments• Subject Advancement within
class/group, across teams, across grade levels
• Course Compacting• Tiered Centers• Spelling by Readiness• Varying Organizers• Community Mentorships• Stations• Group Investigations• Choice Boards• Think-Tac-Toe• Simulations
Math Interventions• Manipulatives and Tools
– Transfer of learning from manipulatives to the concept or skill
• Questioning – See math Teacher TALKs for more information to
support teacher content knowledge and questioning skills
• Balance of Instruction– Modeling, Practice, Independence, Modeling
• Continuous cycle
ELA Interventions at Tier 2 should include:
• Teacher Modeling• Guided Practice• Collaborative Practice• Independent Practice• Application
Differentiation
Content: Multiple options for taking in information
Process: Multiple options for making sense of the ideas
Product: Multiple options for expressing what they know
Environment: Multiple arrangements and settings to foster engagement
and relevance.(From the Sacramento City Unified School District)
Progress Monitoring at Tier 2
• Students identified for Tier 2 interventions are regularly assessed to measure understanding and transfer of learning to core classrooms.
• The progress monitoring process used for the intervention is pre-identified by the school data team based on the intervention components and should include curriculum based measures and/or other standardized assessments.
• Benchmarks for expected progress are set, and student progress toward these benchmarks is closely monitored through assessments.
• Graphs of these purposeful data points are needed to illustrate the progress toward benchmark goal.
• These data graphs support the data team in monitoring individual student growth as well as the fidelity of implementation of the intervention.
Steven
20 1822 21
24
0
10
20
30
40
50
60
70
80
90
100
Sept Oct Nov Dec Jan Feb
School Weeks
Wor
ds C
orre
ct P
er M
in
Tier 2: Strategic -PALS
Aimline= 1.50 words/week
Trendline = 0.55 words/week
Poor RTIDr. George M. BatscheCo-Director, Institute for School ReformFlorida Problem-Solving/RtI Statewide ProjectUniversity of South FloridaTampa, Florida
2018
22 2124
2831
36 35
4244
40
45
0
10
20
30
40
50
60
70
80
90
100
Sept Oct Nov Dec Jan Feb
Wo
rds
Co
rrec
t Per
Min
School Weeks
Steven
Tier 2: Strategic -PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problem-solving Model to Target Key Decoding Strategies, Comprehension Strategies
Aimline= 1.50 words/week
Trendline = 0.2.32 words/week
Positive RTI
Dr. George M. BatscheCo-Director, Institute for School ReformFlorida Problem-Solving/RtI Statewide ProjectUniversity of South FloridaTampa, Florida
Tier 2 Non-negotiables
NEEDS-BASED LEARNING:• In addition to Tier 1, targeted students participate in
learning that is different by including:– Standard intervention protocol process for identifying and
providing research based interventions based on need and resources.
– On-going progress monitoring to measure student response to intervention and guide decision-making.