Good Morning!

Some housekeeping…– Label and insert tabs in your notebook– Please replace the handouts:

• Overview of RtII packet in your notebook (General Info)• Systems Change (Making the Transititon)

– Make a name tent:

First NamePosition Strength

Response to Instruction

and Intervention

in a Standards-

Aligned System

Fall 2010Kathleen Eich, Joan Gillis, Tanya Morret

Educational Consultants Capital Area Intermediate Unit #15

Today’s Agenda

Overview of a Three-Tier Model

Lunch

The Change Process

Building Professional Learning Communities

Overview of a Three-Tier

Model

Overview of a Three-Tier

Model

Pennsylvania’s Response to Instruction and Intervention Model (RtII)

Where are you now?

Thumbs Up? Thumbs Down?

Has the number of students needing extra support (academic or behavior) increased or decreased in recent years?

Of the students who fall behind, what percent would you say catch up as a result of programs in your school?

How strong is the belief in your school that ALL students can achieve?

RtII Defined

RtII is… RtII is not…

Addressing the Priorities:A Standards-Aligned

System

How Did We Get Here?

• Summative and Formative Assessment Tools– PSSA– 4Sight, DIBELS, AimsWeb,

other local assessments• Getting Results! - School

Improvement Process• Scientifically research-based

Reading and Math programs• Effective Instruction

– Learning-Focused Schools– Flexible Grouping– Differentiated Instruction– Scaffolding– Immediate Feedback

• Progress Monitoring• Data-based decision making

RtII

What is RtII?

• A school-wide, multi-tiered, standards-aligned approach to comprehensively allocate resources to meet the needs of all students

• An integrative way to provide high quality instruction/intervention matched to student needs

• A preventative system of service delivery: use of assessment data (learning rate, level of performance) to make instructional decisions

• An alternate to the aptitude-achievement discrepancy model for the identification of students with learning disabilities

Benefits of RtII

• Early intervening • Collaboration between staff• Increased achievement for all students• A model of continuous improvement

– assessing, planning, implementing• Positive parent involvement• Reduction in number of students identified

for special services

Partner Talk

Core Components of RtII

• Standards aligned instruction in a research-based core program

• Universal screening– academics and behavior

• Shared responsibility for all students• Data-based team decision making

– Progress Monitoring– Benchmark Assessment – Outcome Assessment

• Tiered intervention & service delivery system – Research-based interventions– Flexible grouping– Fidelity of Implementation

• Parental engagement

Standards-Aligned

InstructionUniversal Screening

Shared Responsibility

Data-Based Team

Decision-making

Tiered Intervention

& Service Delivery System

Parental Engagement

Clear Standards

Fair Assessments

Curriculum Framework

Instruction

Materials and Resources

Interventions

Core Components of Response to Instruction & InterventionPA

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*The most crucial work of RtII implementation is ensuring

quality teaching in the standards aligned

general education core curriculum.

Definition: Content?What makes up the core?

Logistics?How is the core delivered?

Instruction?What does quality instruction look like?

High Quality Core Literacy Instruction

Defining Core Instruction

Pennsylvania’s RtII Approach

A Standards-Aligned Framework to Improve Student Achievement

A walk through the tiers…

• Definition• Functions • Teams• Outcomes

Create a Foldable

Tie

r 1

Tie

r 2

Tie

r 3

SBRR Core Program Benchmark Assessment

Extra 30 minutes/day Progress Monitoring

Progress Monitoring

LIPS trained staff

Tier 1: Standards Aligned Instruction for All

Students

Definition: Standards aligned instruction and school- wide foundational interventions provided to all students in the general education core curriculum.

Tier 1 Functions

• High Quality Instruction

• Universal Screening

• Benchmark Assessment

• Data analysis teaming

• School-wide behavior supports

Tier 1 Teaming

Review school-wide and grade level data

Adjust instruction for all students

Set short term and long term goals

Monitor students’ response to adjustments

Prescribe interventions for groups of students

Tier 1: Potential Outcomes

• Responders - Continue effective practices

• Non-responders – –Adjust instruction, differentiate,

scaffold, monitor–Add Tier 2 OR Tier 3 intervention(s)

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List on your foldable:

What components of Tier One already exist in your school?

Tiered Interventions

Tier 2Definition: Strategies, methodologies and practices designed for some students not making expected progress in the standards-aligned system.

Tier 3Definition: Strategies, methodologies and practices designed for a few students significantly below established grade-level benchmarks

Functions of Tiers 2 and 3

Tier 2• In addition to core

instruction• Scientifically research-

based strategies and interventions

• Small group instruction (6-8)

• Progress monitoring every 2 weeks (graph results)

Tier 3• In addition to core

instruction• Use of standard protocol

interventions• Can be outside the

general ed. classroom

• Small intensive, flexible groups (1-5)

• Weekly Monitoring (graph results)

Review progress every 6 to 8 weeks looking at rate of improvementFlexible use of staff

Teaming for Intervention Tiers

Tier 2– Problem solve

collaboratively using data – Set short term and long

term goals– Prescribe or adjust

intervention– Share resources– Adjust instructional groups– Deepen assessment to

define student needs

Tier 3– Problem solve

collaboratively using data – Set short term and long term

goals– Prescribe or adjust

intervention– Adjust instructional groups– Deepen assessment to

define underlying causes for lack of growth (determine need to refer for evaluation)

Potential Outcomes

Tier 2 Responders

Move to Tier 1 Continue Tier 2

intervention Non-responders

Adjust instruction and continue Tier 2 intervention

Move to Tier 3 intervention

Tier 3• Responders

– Move to Tier 2– Continue Tier 3

intervention• Non-responders

– Adjust instruction and continue Tier 3 intervention

– Refer for special education evaluation

27

List on your foldable:

What components of Tiers Two and Three already exist in your school?

RtII Defined

RtII is…– implemented within the general

education system

–coordinated with all other services including special education, Title I, ELL, Migrant Education, etc.

–a proactive system to provide instructional intervention immediately upon student need

–a process that monitors a student’s response to instruction and intervention as a part of the evaluation procedures

–an alternative approach to the diagnosis of Specific Learning Disabilities.

RtII is not a (n)…–pre-referral system

– individual teacher

–single classroom

–special education program

–added period of reading instruction

–a separate, stand alone initiative

What We’ve Learned

• Focus must be instruction

The “what” and the “how”

Supports for Pennsylvania Educators

Instruction

• Consider some characteristics of effective instruction:– Instructional goals are clear and communicated – Students are very actively engaged– Teachers are assessing learning throughout– Instruction is scaffolded– Teacher knowledge of content is deep– Assessment is a key part of planning

What We’ve Learned

• Supports for RtII must be in place– Schedule adjustments

• Time for staff learning• Time for tiered interventions

– Opportunity for teacher-talk • Data discussions for instructional decision

making (data analysis teaming)– Professional Development

• Must be onsite, job-embedded and onsite• Must focus on capacity building

The Goal!

• Improved Student Achievement for all– Restructuring the School – Improved Student Motivation and Self Esteem

RtII Framework

– Tiered Instruction• Focus on strengthening the general education

program

– Change in teacher behavior– Data analysis and USE of data in

instructional decision making– Realigning resources to meet student needs

Core Components of RtII

• Standards aligned instruction

• Universal screening• Shared responsibility for all students

• Data-based team decision making

• Tiered intervention & service delivery system

• Parental engagement• Leadership• Behavior

Standards-Aligned

InstructionUniversal Screening

Shared Responsibility

Data-Based Team

Decision-making

Tiered Intervention

& Service Delivery System

Parental Engagement

Clear Standards

Fair Assessments

Curriculum Framework

Instruction

Materials and Resources

Interventions

Core Components of Response to Instruction & InterventionPA

’s St

anda

rds

Alig

ned

Syst

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Standards-Aligned

InstructionUniversal Screening

Shared Responsibility

Data-Based Team Decision-making

Tiered Intervention &

Service Delivery System

Parental Engagement

Clear Standards

Instruction aligned to state standards, anchors, eligible content

Universal Screening tool administered to all students assess skills outlined in PA standards

All teachers accept responsibility for ensuring that students receive instruction in content outlined in the PA standards

Assessment results interpreted relative to standards

All tiers receive instruction that matches standards

Standards available on PDE website

Fair Assessments

Assessments aligned to standards and tiered based on student need

Universal screening tools are reliable, valid and are administered with a standard protocol

All teachers review data to set goals and plan instruction

Teams follow format for analyzing data to adjust instruction

Assessments define needsProgress is monitored regularly based on intensity of need

Results shared with parentsOngoing communication

Curriculum Framework

Research-based instruction is consistent across grade levels in a guaranteed and viable curriculum

Screening tools are selected as a complement to instruction and instructional strategies

During collaborative planning, teachers access information in the curriculum framework

Emphasis is on quality Tier 1 initially then other tiers are considered

Able to focus on skills needed for next level

Understand that all students receive instruction in the general education curriculum

Instruction

Instruction aligned to state standards, anchors, eligible content

Assessments provide information allowing teachers to make adjustments to instruction

Planning for instruction is collaborative and includes communication between providers

Teachers work together to make instructional decisions

Instruction is adjusted based on assessment data

Instruction is based on need. Students don’t have to wait to fail to receive extra help.

Materials and Resources

Materials and resources selected based on alignment to state standards and district curriculum

Assessment materials provided are time efficient and easy to administer

Materials and resources are aligned to core instruction and use of programs is made collaboratively

Data teams identify needs and enable staff to acquire materials to match student needs

Tiered intervention needs a variety of resources

Interventions

Interventions aligned to standards and coordinated with core instruction

Interventions are selected to develop skills identified as deficient through assessment

Anyone can deliver interventions

Teams suggest interventions based on data Students are assigned in flexible groups

Interventions need to be available to teachers in all tiersTeachers need to be trained in programs

Parents are involved in the decisions and understand intervention strategies

Core Components of Response to Instruction & InterventionPA

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“Planning is bringing the future into the present so that you can do something

about it now”

Alan Lakein

What happens when we forget to plan?

Resources

• Pennsylvania Training and Technical Assistance Network: www.pattan.net

• What Works Clearinghouse: www.whatworks.ed.gov• Florida Center for Reading Research: www.fcrr.org• Oregon Reading First Center: www.reading.uoregon.edu

• Texas Center for Reading and Language Arts: www.texasreading.org

• Best Evidence Encyclopedia: www.bestevidence.org