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Transcript of Pyramid Response to Intervention Day 1. Pyramid Response to Intervention Capistrano Unified School...
Pyramid Response to Intervention
Pyramid Response to Intervention
Day 1
Pyramid Response to Intervention
Capistrano Unified School District
Pyramid Response to Intervention
Cynicism…
Pyramid Response to Intervention
Workshop Outcomes
• Learn the essential elements of RTI.
• Understand how PLC practices create the foundation needed to successfully implement RTI.
• Align your site interventions to the characteristics of highly effective interventions. (Learning CPR)
• Create a pyramid of interventions aligned to RTI.
• Leave with a realistic plan of first steps.
Pyramid Response to Intervention
Day 1 Overview
Welcome, norms, and critical friends Why create a PRTI? (The Perfect Storm) What is RTI? Break Building the foundation: PLCs and RTI Lunch Learning CPR: What makes an effective intervention? Why a pyramid? Creating a tiered-approach to
interventions Starting PRTI: Targeting interventions
Pyramid Response to Intervention
Workshop Norms
Pyramid Response to Intervention
“When all is said and done, the norms of a group help determine whether it functions as a high-performing team or becomes simply a loose collection of people working together.”
—Goleman
Pyramid Response to Intervention
Workshop Norms
• Start on time and end on time.• Be here (cell phones, texts, and email).• Ask questions.• Be honest and respectful.• Focus on what we can do.• Dare to dream BIG.
Pyramid Response to Intervention
Workshop Design
I am not going to provide answers.
I am going to ask the right questions!
Pyramid Response to Intervention
Who Are You?
Pyramid Response to Intervention
Team Time and
Making Critical Friends
Name, location, school demographics, progress towards PLC implementation
Why did you come?
Pyramid Response to Intervention
Essential Questions
What is our mission? Why create a PRTI?
Pyramid Response to Intervention
Our mission is not to• Meet mandates.• Raise test scores.
Pyramid Response to Intervention
To assure high levels of learning for all students!
Our Mission
Pyramid Response to Intervention
Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe.
Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.
Pyramid Response to Intervention
Today, a child who graduates from school with a mastery of essential skills and knowledge is prepared to compete in the global marketplace, with numerous paths of opportunity available to lead a successful life.
Yet, for students who fail in our educational system, the reality is that there are virtually no paths of opportunity.
Pyramid Response to Intervention
Likely Pathways for Struggling Students
1. Poverty 2. Welfare 3. Incarceration4. Death
Pyramid Response to Intervention
Dropouts on average earn about $12,000 per year, nearly 50% less than those who have a high school diploma.
They are 50% less likely to have a job that offers a pension plan or health insurance.
They are more likely to experience health problems.
—Rouse & Muenning (2005) (www.centerforpubliceducation.org)
Poverty
Pyramid Response to Intervention
According to a U.S. government report, The State of Literacy in America, over 90 million U.S. adults, nearly one out of two, are functionally illiterate or near illiterate, without the minimum skills requiredin a modern society.
—Larry Roberts, Illiteracy on the Rise in America
(www.wsws.org)
Poverty
Pyramid Response to Intervention
Welfare
75% of those claiming welfare are functionally illiterate.
(www.covinaliteracy.org/facts.htm)
Pyramid Response to Intervention
Incarceration
Across the United States, 82% of prison inmates are dropouts.
—Ysseldyke, Algozzine, & Thurlow (1992)
(findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)
Pyramid Response to Intervention
Incarceration
According to the report, Literacy Behind Prison Walls, 70% of all prison inmates are functionally illiterate or read below a 4th-grade level.
(www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf)
Pyramid Response to Intervention
Incarceration
85% of juvenile offenders have reading problems.
(www.literacybuffalo)
Pyramid Response to Intervention
Youth in correctional facilities
Average age: 15
Average reading level: 4th grade (30% below this level)
(www.edjj.org)
Incarceration
Pyramid Response to Intervention
The incidence of learning disabilities among the general population based on U.S. Department of Education and local service providers is around 5%.
This is in sharp contrast with the number of students with learning disabilities in the criminal justice system, estimated to be as high as 50%.
—Bell (1990) (findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)
Incarceration and Special Education
Pyramid Response to Intervention
Only 57% of youth with disabilities graduated from high school in the 2001–02 school year, according to the U.S. Department of Education (2002).
(www.ncset.org/publications/viewdesc.asp?id=3135)
Incarceration and Special Education
Pyramid Response to Intervention
One study conducted by a University of California, Berkeley, economist found that a 10% increase in the graduation rate would likely reduce the murder and assault arrest rates by about 20%.
—Moretti (2005) (www.centerforpubliceducation.org)
Social Costs
Pyramid Response to Intervention
“The effects of educational failure are going to get worse if we don’t prepare all students to be competitive in the global marketplace.”
—The Perfect Storm
Cold, Hard Facts
Pyramid Response to Intervention
Is a high school diploma enough for our current students to be competitive in the global marketplace?
Pyramid Response to Intervention
“The high school diploma has become the ticket to nowhere.”
—James Waller, Face to Face: The Changing State of Racism Across America
Pyramid Response to Intervention
Today, our economy is not based on agriculture and industry, but information and services.
Pyramid Response to Intervention
In 1870, half of the U.S. population was employed in agriculture.
As of 2006, less than 1% of the population is directly employed in agriculture.
Agricultural Jobs in America
Pyramid Response to Intervention
1950: 34%
2002: 13%
U.S. Manufacturing Jobs
—USA Today(www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm)
Pyramid Response to Intervention
2006 College Graduates
U.S.: 1.3 million
India: 3.1 million
China: 3.3 million
Pyramid Response to Intervention
To assure high levels of learning for all students!
Our Mission
Pyramid Response to Intervention
What do we mean
by high levels
of learning?
High School + Plus
Pyramid Response to Intervention
Our traditional U.S. school system was not designed to ensure that all students learn at high levels!
Our Dilemma
Pyramid Response to Intervention
Professional isolation existed (one-room schoolhouse).
Failure was OK.
Few students went to college (10–15%).
Our job was to sort students (bell curve).
Characteristics of Our Traditional U.S. School System
Pyramid Response to Intervention
If our mission is high levels of learning for all students,
the question is:
Is it possible?
Pyramid Response to Intervention
Schools Do Make a Difference
Effective schools research of Ron Edmonds, Lawrence Lezotte, Wilbur Brookover, Michael Rutter, and others concluded that:
• All children can learn!• Schools control the factors assuring that students master the core of the curriculum.
Pyramid Response to Intervention
Schools Do Make a Difference
“An analysis of research conducted over a 35-year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.”
—Robert Marzano, What Works in Schools (2003)
Pyramid Response to Intervention
Schools Do Make a Difference
90─90─90 Schools
—Douglas Reeves
Pyramid Response to Intervention
"We embrace explicitly the proposition thateffective practice and popular practice are very likely two different things."
—Douglas Reeves
Pyramid Response to Intervention
Some refuse to “change course”
Pyramid Response to Intervention
For all students to learn, we must Start with a highly effective research-based core
instruction.
Systematically identify students who are not succeeding in our core program.
Provide these students additional time and support until they learned.
Pyramid Response to Intervention
Over the past decade, two proven processes have been developed to achieve this goal:
1. Pyramid of Interventions
Pyramid Response to Intervention
Over the past decade, two proven processes have been developed to achieve this goal:
1. Pyramid of Interventions
2. Response to Intervention
Pyramid Response to Intervention
Pyramid of Interventions Response to Intervention
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Essential Question
Why create a PRTI?
It is our moral responsibility!
Pyramid Response to Intervention
Respond to the research.
Team Time
Pyramid Response to Intervention
Why Adopt an RTI Model?
Pyramid Response to Intervention
To achieve our mission, it is not a “regular ed” issue, nor a “special ed” issue.
It’s an “ed” issue!
Fundamental Assumption
Pyramid Response to Intervention
Why Adopt an RTI Model?
Answering this question requires us to look back into history.– 1975, PL 94-142
Identifying students with handicapping conditions denied access to public education
– “Child Find”Procedural safeguards as a major component
of identification process
Pyramid Response to Intervention
Why Adopt an RTI Model?
What was not a focus?– Little or no attention was paid to student
outcomes, either academic or behavioral.– Students with disabilities were
systematically excluded from assessment systems.
No systems were developed for assessing these students.
Pyramid Response to Intervention
Why Adopt an RTI Model?
U.S. Department of Education focused upon incidence rates.– The entire focus for 25 years was upon
identification and placement, not about effective interventions.
– The system failed to ask “how is the student doing?”
Many teachers did, but the system was focused elsewhere!
Pyramid Response to Intervention
Why Adopt an RTI Model?
Successful academic outcomes are not achieved by waiting for students to fail but are instead achieved by systematically applying these questions to our work.
Pyramid Response to InterventionPyramid Response to Intervention
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Why Adopt an RTI Model?
Impact on “regular education”– Educators came to understand that when
students failed to learn, it was expected (even required) they be referred for special education testing.
“Failure to succeed in a general education program meant the student must, therefore, have a disability.” (David P. Prasse, Loyola University)
Pyramid Response to Intervention
Why Adopt an RTI Model?
Impact on “regular education” Special education experienced ballooning
enrollments. General education experienced a narrowing
of expectations for student performance.– We learned to look elsewhere for assistance.
Pyramid Response to Intervention
Why Adopt an RTI Model?
Reform needed to be systematic (understood by both regular and special education teachers).
RTI emerged as a regular education initiative.
After 25 years of refer, test, place, something needed to be done.
Pyramid Response to Intervention
Base Program
Supplemental
Intensive Supplemental
Instruction and Support
• Identify students with common assessment data, grades, and environment data
Base Program
• For all students
• Daily best practice
• Should address the needs of at least 75% of your students
Intensive Support
• For students who have not responded to first two levels
• Track student progress weekly.
Pyramid Response to Intervention
Why Adopt an RTI Model?
At first glance, response-to-intervention (RTI) is a method to identify learning disabilities. But, RTI could play a much larger role. It has the ability to transform how we educate students—all students. With RTI, students may get the support they need as soon as they show signs that they are having difficulty learning, regardless of whether or not they have a disability” (Council for Exceptional Children, 2007).
Pyramid Response to Intervention
Why Adopt an RTI Model?
Rather than a focus upon identification and placement, we needed a focus upon student outcomes.
Meanwhile, among the essential questions of the PLC are:– “How will we know if the students learned?”– “How will we respond if they don’t learn?”
Pyramid Response to Intervention
Why Adopt an RTI Model?
Question leading to RTI Can we hold IEP meetings where the first question
posed was not whether a child satisfied criteria for a specific special education category, but instead how well a student has responded to effective interventions?
Pyramid Response to Intervention
Why Adopt an RTI Model?
RTI: An answer to that question! Intended to provide an educational experience to all
students that is focused upon delivering a powerful core instructional program and interventions and frequently monitoring the progress of students receiving interventions and then adjusting and changing the interventions as appropriate
Pyramid Response to Intervention
Why Adopt an RTI Model?
Students who need special education are Those who respond to interventions yet require
major resources to sustain the progress OR Those who show progress but will not be able to
close the gap with their peers, no matter the intensity or frequency of the intervention
Pyramid Response to Intervention
Why Adopt an RTI Model?
Why? Because “Adopting an RTI model is about adopting best
practice, insisting that we do what is best and necessary for all students in our schools, and, finally, rising to the challenge of doing that which is socially just. That is why we must adopt an RTI model and implement it with integrity in every school throughout the nation.”
—David P. Prasse, Loyola University
Pyramid Response to Intervention
Why Adopt an RTI Model?
Because
─ A child shall not be determined to be a child with a disability…if the determinant factor…is:
• Lack of appropriate instruction in reading (as defined by NCLB)
• Lack of appropriate instruction in math
• Limited English proficiency
(34 CFR 300─306(b))
Pyramid Response to Intervention
Myths About RTI
Myth 1
The outcome and intent of RTI is identification, and therefore special education remains its own entity that “occurs” subsequent to “trying RTI.”
Pyramid Response to Intervention
Myths About RTI
Myth 2
Tier 3 (or the last tier in a tiered model) is only for special education.
Pyramid Response to Intervention
Results of a Poorly Implemented PRTI
From Upper Darby School District, 106 LRP 60495 (PA SEA 2006)
Failure-to-identify claim
In RTI, a school district’s defense for failure to refer and evaluate in a timely manner necessarily will involve a defense of the integrity of its RTI process.
In the above case, the hearing officer found the district’s RTI system to be inadequate:
– “This process falls short of the requirements for a response to intervention determination. Most importantly, the district conducted no intervention, collected no data, and did not examine the student’s response to intervention. . . .”
Pyramid Response to Intervention
Keys to Implementing RTI
Use teaching methods and interventions that have been shown to work because they are research-based.
Track progress of students receiving intervention. Use progress-monitoring data to:
– Provide students with even more intensive interventions.
– Consider the additional resources of special education.
Pyramid Response to Intervention
Keys to Implementing RTI
Key components– Problem solving and collective responsibility– Quality core instruction– Universal screening and diagnostic assessment– Interventions– Progress monitoring– Intervention efficacy and fidelity
Pyramid Response to Intervention
Building the Foundation:
RTI and PLCs
Pyramid Response to Intervention
If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, but starting with the roof—without a proper foundation, no structure can stand.
Pyramid Response to Intervention
Because RTI’s expectation of collective responsibility for learning is a radical departure from the way most schools in our nation have functioned for the past 4 decades, implementing RTI will take both a restructuring of school procedures and a reculturing of a staff’s fundamental assumptions and beliefs.
Pyramid Response to Intervention
Considering that many schools have developed a strong resistance to change, how does a staff create the conditions necessary to ensure that all students learn?
Pyramid Response to Intervention
Fundamental Assumption
There is conclusive, compelling research stating that being a professional learning community is the most powerful and effective process to systemically change school culture and improve student learning.
Pyramid Response to Intervention
“There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement—in virtually any school. An astonishing level of agreement has emerged on this point.”
—Mike Schmoker (2004)
Pyramid Response to Intervention
“Throughout our 10-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community.”
—Milbrey McLaughlin
Pyramid Response to Intervention
“The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.”
—Milbrey McLaughlin
Pyramid Response to Intervention
National Association of Elementary School Principals
When principals apply NAESP’s six professional standards of instructional leadership they will fulfill their primary responsibility: leading learning communities.
Pyramid Response to Intervention
“Breaking Ranks II: Strategies for Leading High School Reform” outlines the need for current high schools to engage in the change process to ensure success for every student.
Its first set of recommendations and tools focuses on the development of professional learning communities.
National Association of Elementary School Principals
Pyramid Response to Intervention
Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.
National Staff Development Council
Pyramid Response to Intervention
In order to take advantage of the broad range of professional knowledge and expertise that resides within a school, teachers are members of professional learning communities.
National Board of Professional Teaching Standards
Pyramid Response to Intervention
The commission recommends that schools be restructured to become genuine learning communities for both students and teachers—organizations that respect learning, honor teaching, and teach for understanding.
National Commission of Teaching and America’s Future
Pyramid Response to Intervention
NEA KEYS Initiative
Shared understanding and commitment to high goals
Collaborative problem solving Continuous assessment of teaching and
learning Personal and professional learning
Pyramid Response to Intervention
National Council of Teachers of Mathematics
National Council of the Teachers of English
National Science Teachers Association
American Federation of Teachers
Pyramid Response to Intervention
Roland Barth Lawrence W. Lezotte
Douglas Reeves Jonathon Saphier
Mike Schmoker Dennis Sparks
Michael Fullan Richard J. Stiggins
Robert J. Marzano
On Common Ground
Pyramid Response to Intervention
Never in our nation’s history has there been greater consensus on what it takes to assure high levels of learning for all kids!
The Bottom Line
Pyramid Response to Intervention
“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it, must finally depend on how we feel about the fact that we haven’t so far.”
—Ron Edmonds
Pyramid Response to Intervention
1. Focus on learning
2. Collaborative culture
3. Focus on results
The Three Big Ideas of Being a PLC
Pyramid Response to Intervention
Big Idea 1
Focus on Learning
Pyramid Response to Intervention
We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.
Big Idea 1: Focus on Learning
Pyramid Response to Intervention
Some don’t develop…
Pyramid Response to Intervention
Fundamental Assumption
To have a mission of learning for all You must believe all students can learn at
high levels. You must take responsibility to ensure that
all students learn.
Pyramid Response to Intervention
Restructure vs.
Reculture
Pyramid Response to Intervention
“If you intend to introduce a change that is incompatible with the organization’s culture, you have only three choices: modify the change to be more in line with the existing culture, alter the culture to be in line with the proposed change, or prepare to fail.”
—David Salisbury & Daryl Conner
Pyramid Response to Intervention
A Candid Mission Statement
It is our mission to help kids learn if they are conscientious, responsible, attentive, developmentally ready, fluent in English, and come from homes with concerned parents who take an interest in their education.
Pyramid Response to Intervention
A Candid Mission Statement
Our mission is to create a school with an unrelenting focus on learning; failure is not an option. But, ultimately, it will be the responsibility of the student and his or her parents to take advantage of the opportunities for learning.
Pyramid Response to Intervention
A Candid Mission Statement
Our mission is to take credit for the accomplishments of our highest achieving students and to assign blame for low performance to others.
Pyramid Response to Intervention
A Candid Mission Statement
It is our mission to ensure the comfort and convenience of the adults in our organization.
In order to promote this mission, we place a higher value on individual autonomy than we do on ensuring that all students learn.
We will avoid any change or conversation that might create anxiety or discomfort or infringe on individual autonomy.
Pyramid Response to Intervention
Creating a PLC Foundation: Current Reality and Steps to Success
Discuss your current reality.
Activity
Pyramid Response to Intervention
Pyramid Response to Intervention
Does your staff believe all students can learn at high levels?
Does your staff accept responsibility to ensure that all students learn?
Essential Questions
Pyramid Response to Intervention
1. Focus on Learning
2. Collaborative Culture
3. Focus on Results
The Three Big Ideas of Being a PLC
Pyramid Response to Intervention
Why collaborate?
Pyramid Response to Intervention
“We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high-performing teams!”
—DuFour, DuFour, & Eaker
Pyramid Response to Intervention
“Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.”
—Michael Fullan
Pyramid Response to Intervention
“Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools.”
—Eastwood & Lewis
Pyramid Response to Intervention
Collaborate about what?
Pyramid Response to Intervention
“Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.”
—Michael Fullan
Pyramid Response to Intervention
Collaboration – A Natural Act?
Pyramid Response to Intervention
1. What do we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t?
In a PLC, Collaborative Teams Focus on Three Key Questions
Pyramid Response to Intervention
1. What do we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t?
In a PLC, Collaborative Teams Focus on Three Key Questions
Pyramid Response to Intervention
1. Endurance
2. Leverage
3. Prepare for the next level
—Douglas Reeves
Criteria for Selecting Essential Standards
Pyramid Response to Intervention
Pyramid Response to Intervention
But we already have state standards….
Pyramid Response to Intervention
Pyramid Response to Intervention
Do you have frequent, collaborative time embedded in your professional day?
Have you clearly defined what all students should learn?
Essential Questions
Pyramid Response to Intervention
When making critical decisions about teaching and learning, PLC teams engage in collective inquiry to continually learn about best practices. Teams do not make decisions merely by sharing experiences or averaging opinions, but instead by building shared knowledge through learning together. This collaborative learning enables team members to develop new skills to better meet the learning needs of their students.
Collective Inquiry and Shared Knowledge
Pyramid Response to Intervention
“Ultimately there are two kinds of schools: learning-enriched schools and learning-impoverished schools. I have yet to see a school where the learning curves... of the adults were steep upward and those of the students were not. Teachers and students go hand in hand as learners… or they don’t go at all.”
—Roland Barth (2001), p. 23
Collective Inquiry and Shared Knowledge
Pyramid Response to Intervention
Does your collaboration time impact professional practice?
Are learning decisions made after creating shared knowledge?
Pyramid Response to Intervention
1. Focus on learning
2. Collaborative culture
3. Focus on results
The Three Big Ideas of Being a PLC
Pyramid Response to Intervention
“We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that informa-tion to promote continuous improvement.”
—DuFour, DuFour, & Eaker
Big Idea 3: Focus on Results
Pyramid Response to Intervention
To guide our intervention program, common assessment information must tell us
1. Which students did or did not master specific essential standards
2. Which instructional practices did or did not work
Pyramid Response to Intervention
Big Idea 3: Focus on Results
To guide your site interventions, you need timely and frequent information
– on your students’ achievement– in meeting an agreed-upon standard(s)– on a valid assessment– in comparison to others
—DuFour, DuFour & Eaker
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School Performance Report
Far Below Basic
Below Basic Basic Proficient Advanced
0.00% 0.00% 6.67% 13.33% 80.00%
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Classroom Performance Summary Report
Student Name Num. Correct
Perc. Correct
Student 1 30 100%
Student 2 29 96%
Student 3 13 43%
Student 4 30 100%
Student 5 19 63%
Student 6 30 100%
Student 7 27 90%
Student 8 28 93%
Student 9 25 83%
Student 10 25 83%
Average: 26.2 87%
Pyramid Response to Intervention
Classroom Standards Report
Student Name Num.Correct
Perc.Correct
LS2.d
LS2.c
LS2.a
LS2.b
LS2.e
Student 1 30 100% 100% 100% 100% 100% 100%
Student 2 29 96% 100% 67% 100% 100% 100%
Student 3 13 43% 33% 0% 100% 100% 100%
Student 4 30 100% 100% 100% 100% 100% 100%
Student 5 19 63% 33% 33% 100% 100% 100%
Student 6 30 100% 100% 100% 100% 100% 100%
Student 7 27 90% 100% 100% 100% 100% 100%
Student 8 28 93% 67% 67% 100% 100% 100%
Student 9 25 83% 67% 100% 100% 100% 100%
Student 10 25 83% 100% 33% 100% 100% 100%
Averages: 26.2 87% 82% 78% 100% 97% 100%
Pyramid Response to Intervention
Classroom Teacher Report
Teacher A Teacher B Teacher C Teacher D Teacher E
LS 2.d 82% 89% 90% 90% 79% 86%
LS 2.c 100% 75% 80% 82% 71% 82%
LS 2.a 100% 100% 100% 100% 73% 95%
LS 2.b 97% 93% 96% 100% 82% 94%
LS 2.e 100% 83% 86% 91% 80% 88%
ClassAverages:
96% 91% 90% 88% 77% 89%
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141 141 141
Identify the 8-10 big ideas per semester
Teamwork before and after common assessments
Examine school data and establish SMART goals
Create a road map of CAs and targets
Establish team norms for collaboration
Monitor progress on SMART goals
Identify the targets of the assessments
Design formative and summative assessments
Monitor for learning of individual and collective results
Tally and review common assessment results
Create a plan for appropriate interventions
Assess again— monitoring for results
Instruction and ongoing assessment
Repeat intervention loop as needed
Instruction and ongoing assessment
Revise curriculum, instruction and assessments as needed
Process for Common Assessments
Pyramid Response to Intervention
Pyramid Response to Intervention
Do you have frequent, common formative assessments to measure student learning and to target interventions?
Essential Question
Pyramid Response to Intervention
1. Turn aspirations into action.
2. Refuse to tolerate inaction.
3. Experiment: Develop and test hypothesis aimed at improvement.
—DuFour & Eaker, Professional Learning Communities at Work (1998)
Action Orientation & Experimentation
Pyramid Response to Intervention
All collaborative learning, planning, and goal-setting is useless until put into action. Unless staff members are willing to try new things, improvement in student learning is impossible.
Action Orientation & Experimentation
Pyramid Response to Intervention
PLC and RTI Connection
When comparing the essential characteristics of being a PLC and the fundamental elements of RTI, one can see that these two powerful processes are not merely similar, but perfectly aligned to support the same outcomes.
Pyramid Response to Intervention
PLCs and RTI
PLCs
Focus on Results(How do we know if our students are learning?)
RTI
Universal Screening & Progress Monitoring
Pyramid Response to Intervention
RTI
Effective Core Program & Researched-Based
Instructional Practices
PLCs
Collective Inquiry
PLCs and RTI
Pyramid Response to Intervention
RTI
Universal Screening & Progress Monitoring
PLCs
Focus on Results
(How do we know if our students are learning?)
PLCs and RTI
Pyramid Response to Intervention
RTI
Systematic Intervention Program
PLCs
How will we respond when students don’t learn?
PLCs and RTI
Pyramid Response to Intervention
RTI
Decision Protocols
PLCs
Action Experimentation
PLCs and RTI
Pyramid Response to Intervention
This point is absolutely critical:
Implementing RTI effectively is not possible and should not be pursued until a school effectively implements the three “Big Ideas” of being a PLC.
Pyramid Response to Intervention
Creating a PLC Foundation:
Current Reality and Steps to Success
Discuss and determine “first steps.”
Activity
Pyramid Response to Intervention
Pyramid Response to Intervention
Pyramid Response to Intervention
What do we expect them to learn? How will we know when they have
learned it? How will we respond when they
don’t learn?
If We Believe All Kids Can Learn
Pyramid Response to Intervention
Pyramid Response to Intervention
“Don’t tell me you believe ‘all kids can learn’… tell me what you’re doing about the kids who aren’t learning.”
Richard DuFour
Pyramid Response to Intervention
If a site builds a POI with ineffective interventions, the result will be an assurance that all students will have equal access to poor practices and designed failure.
Pyramid Response to Intervention
What are your current interventions?What are you doing for your students
who are not learning?
Post-It Activity
Pyramid Response to Intervention
We assume that long-standing, traditional practices are “best” practices!
Pyramid Response to Intervention
• Up to each teacher
• Remedial classes
• Summer school
• Special education
• Retention
• Nothing
Traditional Interventions
Pyramid Response to Intervention
Learning CPR
Pyramid Response to Intervention
Urgent, life-saving process Directive Timely Targeted Administered by trained professionals Systematic
CPR: Cardio-Pulmonary Resuscitation
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Do we have a sense of urgency when implementing interventions?
Urgent
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
UrgentResearch based Directive Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Scientifically Research Based
vs.
Research Based
Pyramid Response to Intervention
Interventions
Scientific, 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.” (NCLB)
systematic, empirical, rigorous analysis of data, reliable and valid data, random assignment to groups
Florida Center for Reading Research (www.fcrr.org)
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research basedDirective Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Are targeted students required to attend or participate?
Directive
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research based Directive
Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Timely
Extended time to learn essential
standards
Timely school response when
students don’t learn
Pyramid Response to Intervention
Timely
Extended time to learn essential
standards
Timely school response when
students don’t learn
Pyramid Response to Intervention
“Formula for Learning”
TI + T = LTargeted Instruction + Time = Learning
Extended Time to Learn Essential Standards
Pyramid Response to Intervention
TI + T = LTargeted Instruction + Time = Learning
Constant + Constant = Variable
Traditional Schools
Pyramid Response to Intervention
TI + T = LTargeted Instruction + Time = Learning
Variable + Variable = Constant
PLC Schools
Pyramid Response to Intervention
Timely
Extended time to learn essential
standards
Timely school response when
students don’t learn
Pyramid Response to Intervention
How often are students identified for this program?
How often do we evaluate progress?
Does this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?
Timely
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Identify students for interventions based upon the cause of their struggles, not by the symptoms.
Pearl …
Pyramid Response to Intervention
Targeted
Students who don’t do their work
Students who lack the skills to do their work
Pyramid Response to Intervention
Targeted
Intentional
non-learner
Failedlearner
Pyramid Response to Intervention
• Make them do the work!
• Care more about them doing the work than they care not to do it.
• Need a “tight,” timely process of accountability, more than highly trained teachers.
Interventions for Intentional Non-Learners
Pyramid Response to Intervention
• Provide additional time and practice.
• Fill learning gaps (prerequisite skills).
• Provide “different” instruction.
Interventions for Failed Learners
Pyramid Response to Intervention
Students can be both intentional non-learners
and failed learners.
Pyramid Response to Intervention
What is the intervention’s intended outcome?
Does it provide differentiated, research-based instruction?
Which students should be selected for participation (intentional non-learners or failed learners)?
Targeted
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic
Pyramid Response to Intervention
Who will teach or otherwise implement this intervention?
Do our instructors have the training and resources necessary for success?
Administered by Trained Professionals
Pyramid Response to Intervention
Characteristics of an Effective Intervention Program
Urgent Research based Directive Timely Targeted Administered by trained professionalsSystematic
Pyramid Response to Intervention
Systematic Response
Schools systematically identify, monitor, and revise individual student intervention needs every 3–4 weeks.
Interventions are part of a system that ensures, no matter to which teacher a student is assigned, the same thing happens when they don’t learn.
Pyramid Response to Intervention
Why a Pyramid?
Creating a Tiered Approach to Interventions
Pyramid Response to InterventionPyramid Response to Intervention
All
Some
Few
RTIContinuum of
Support for ALL
Pyramid Response to Intervention
Interventions
Tier 1– All students are screened to find students at-risk
(universal screening).– All students receive core program which includes
differentiated instruction.– Responsive students remain in Tier 1.– Unresponsive students move to Tier 2.
Pyramid Response to Intervention
Interventions
Tier 2– Creative, flexible scheduling creates sufficient
time for small-group instruction.– Personnel are used creatively. – Thirty minutes of additional time and support,
3–4 times per week.– Progress is monitored more frequently than
in Tier 1.– Responsive students return to Tier 2.– Unresponsive students move to Tier 3.
Pyramid Response to Intervention
Tier II
Pyramid Response to Intervention
Interventions
Tier 3– It is more intensive, with frequent individualized
intervention.– Interventions are highly targeted, prescriptive–
diagnostic, and focused on causes not symptoms.– Actual interventions may be the same as in Tier 2,
but are more frequent and longer in duration.– Progress is monitored even more frequently than
in Tier 2.
Pyramid Response to Intervention
Interventions
Interventions become more intensive by: Increasing the frequency (5 times/week
rather than 3 times/week) Increasing the duration (50 minutes rather
than 30 minutes) Decreasing the pupil–teacher ratio
Pyramid Response to Intervention
High Levels of Learning
Well Prepared Severely At-Risk
Core Instruction Supplemental Help Intensive Support
Pyramid Response to Intervention
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
Pyramid Response to Intervention
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
Pyramid Response to Intervention
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
Pyramid Response to Intervention
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
At Risk
Responsive
Unresponsive
Unresponsive
Responsive
Consideration of Special Education Placement
Pyramid Response to Intervention
Academic Systems Behavioral Systems
1-5%
Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• High intensity• Of longer duration
1-5%
Tier 3: Intensive, Individual Interventions• Individual students• Assessment-based• Intense, durable procedures
5-10%Tier 2: Targeted Group Interventions•Some students (at-risk)• High efficiency• Rapid response
5-10% Tier 2: Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
80-90%Tier 1: Universal Interventions•All students•Preventive, proactive
80-90% Tier 1: Universal Interventions• All settings, all students• Preventive, proactive
Three-Tiered Modelof School Supports
Students
Pyramid Response to Intervention
Learning for All
“Response to Intervention offers the best opportunity in the past 3 decades to ensure that every child, no matter how gifted or challenged, will be equally valued in an education system where the progress of every child is monitored and individualized interventions with appropriate levels of intensity are provided to students as needed.”
—East (2007)
Pyramid Response to Intervention
Activity:Starting to Create a PRTI
Targeting Interventions
Pyramid Response to Intervention
Pyramid Response to Intervention
Pyramid Response to Intervention
Tomorrow’s Schedule
Pyramid Response to Intervention
Thank You!
Pyramid Response to Intervention