Response to Response to Instruction:Instruction:

Alabama’s Core Support Alabama’s Core Support

For All StudentsFor All Students

Alabama Department of Education

PresentedBy

Christine Spear

the practice of providing high-qualitythe practice of providing high-quality

research-based instruction/intervention research-based instruction/intervention matched to student needs matched to student needs

and and

using learning rate over time using learning rate over time

and level of performance and level of performance

toto

inform educational decisionsinform educational decisions

What is Response to Instruction What is Response to Instruction (RTI)?(RTI)?

Individuals with Disabilities Individuals with Disabilities Education Act (IDEA) 2004Education Act (IDEA) 2004

300.307 Specific Learning Disabilities(a) General, A State must adopt criteria for

determining whether a child has a specific learning disability…In addition, the criteria adopted by the State--…

…(3) Must permit the use of a process that determines if the child responds to scientific, research-based interventions as part of the evaluation procedures…

Alabama Administrative CodeAlabama Administrative Code

290-8-9-01 (2)(a)(b) Child Identification(2) Special Rule. The public agency shall ensure

that:(a) Prior to, or a part of, the referral process, the

child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and

(b) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provide to the child’s parents.

Response to Response to InstructionInstruction

Elementary

Model•Tier IIIIntensive Intervention•Tier IITargetedIntervention •Tier IResearch-based Core Instruction for ALL students

Tier I for elementary Tier I for elementary students…students…

Uninterrupted instructional time!Uninterrupted instructional time! Whole group instruction using Whole group instruction using

the comprehensive core program the comprehensive core program with fidelitywith fidelity

Small group data-driven Small group data-driven differentiated instructiondifferentiated instruction

The five big ideas from the The five big ideas from the National Reading Panel (NRP)National Reading Panel (NRP)

Grade specific curriculum focal Grade specific curriculum focal points from National Council for points from National Council for Teachers of Math (NCTM)Teachers of Math (NCTM)

Tier I for elementary Tier I for elementary students…students…

Tier II for elementary Tier II for elementary students….students….

Intervention Intervention (generally (generally 30 30 minutes per dayminutes per day))

Additional small group instructionAdditional small group instruction Best when provided by classroom Best when provided by classroom

teacherteacher

Tier II for elementary Tier II for elementary students…students…

At least 10-12 weeks in durationAt least 10-12 weeks in duration Frequent progress monitoring Frequent progress monitoring May need two rounds of Tier II if May need two rounds of Tier II if

some progress is being madesome progress is being made

Tier III for elementary Tier III for elementary students…students…

Intensive intervention Intensive intervention – – Increase Increase Instruction Time, Decrease Group SizeInstruction Time, Decrease Group Size

Does not replace or supplant Does not replace or supplant Tier I, but may replace Tier IITier I, but may replace Tier II

Designed to meet Designed to meet identified identified student needsstudent needs

Tier III for elementary Tier III for elementary students…students…

Student will miss somethingStudent will miss something Decide what will be missedDecide what will be missed Schedule for success!Schedule for success!

Who might provide this intervention?Who might provide this intervention? Anyone with proper training-Anyone with proper training-

preparationpreparation

RtI for Elementary SchoolsRtI for Elementary Schools

Provide and require participation in Provide and require participation in professional developmentprofessional development to equip to equip educators to accomplish the educators to accomplish the missionmission

Secondary Model•Tier IIIIntensive Intervention classes

•Tier IIDifferentiated strategic teaching embedded in all content classes – small group-intentional groupings

•Tier ICore instruction=Strategic teaching embedded in all content classes – whole and small group

Consistent Recommendations from Consistent Recommendations from Adolescent ResearchAdolescent Research

Focus upon Focus upon explicit learningexplicit learning strategy instructionstrategy instruction and provide and provide time for students to practice time for students to practice using these strategies in using these strategies in small small group experiencesgroup experiences in daily in daily classes.classes.

Consistent Recommendations from Consistent Recommendations from Adolescent ResearchAdolescent Research

Include this strategy Include this strategy instruction in instruction in ALLALL content content area classesarea classes

Consistent Recommendations from Consistent Recommendations from Adolescent ResearchAdolescent Research

Make Make intensive interventionintensive intervention classes available for students classes available for students who need themwho need them

Consistent Recommendations from Consistent Recommendations from Adolescent ResearchAdolescent Research

Address the need to ensure student Address the need to ensure student engagement and motivationengagement and motivation by by providing students appropriate providing students appropriate materials and meaningful materials and meaningful classroom activities which allow classroom activities which allow them to be them to be active participantsactive participants in in the learning process.the learning process.

Consistent Recommendations from Consistent Recommendations from Adolescent ResearchAdolescent Research

Provide and require participation in Provide and require participation in professional developmentprofessional development to equip to equip educators to accomplish the educators to accomplish the mission.mission.

LEA ResponsibilityLEA Responsibility

Develop an RtI plan based on RtI guidance Develop an RtI plan based on RtI guidance document provided by the SDE.document provided by the SDE.

Develop an RtI plan that is unique to your LEADevelop an RtI plan that is unique to your LEA Establish a protocol for documenting student Establish a protocol for documenting student

progressprogress

LEA ResponsibilityLEA Responsibility

Develop a problem solving team process in each schoolDevelop a problem solving team process in each school

Adhere to Special Education Law as it relates to Adhere to Special Education Law as it relates to documentation requirements for referral for Special documentation requirements for referral for Special Education ServicesEducation Services

The Role of the SDEThe Role of the SDE

Provide support and resourcesProvide support and resources

Adapt support and resources to meet the Adapt support and resources to meet the needs within individual school systemsneeds within individual school systems

Tell me, Tell me, I forget.I forget.

Show me,Show me,I remember.I remember.

Involve me,Involve me,I understand.I understand.

-Ancient Chinese Proverb-Ancient Chinese Proverb

Tableman, 2004

Characteristics of Effective Characteristics of Effective TeachersTeachers

Awareness of purposeAwareness of purpose Task orientedTask oriented High expectations for studentsHigh expectations for students Enthusiastic, clear, and directEnthusiastic, clear, and direct Lessons consistently well preparedLessons consistently well prepared Students on taskStudents on task Strong classroom management skillsStrong classroom management skills Predictable routinesPredictable routines Systematic curriculum-based assessment to Systematic curriculum-based assessment to

monitor student progressmonitor student progress

Classroom Classroom ManagementManagement

In order for active In order for active student engagement student engagement

to occur, teachers to occur, teachers need to develop need to develop

effective classroom effective classroom management routines.management routines.

Successful managers integrate their

classroom rules and procedures into their

instruction systematically so that they become part of the curriculum and

classroom environment.

Instructional Instructional PlanningPlanning

In order for active student In order for active student engagement to occur, engagement to occur, teachers need to plan teachers need to plan instruction effectively.instruction effectively.

Deep Knowledge of Deep Knowledge of CurriculumCurriculum

What does the research say?What does the research say? Instructional content Instructional content Instructional designInstructional design

StrategiesStrategies RoutinesRoutines Sequence of InstructionSequence of Instruction

AssessmentsAssessments

Knowledge of Student Knowledge of Student Assessment ResultsAssessment Results

Assessments provide information for:Assessments provide information for: Initial placement or student screeningInitial placement or student screening Progress monitoring throughout the year Progress monitoring throughout the year

for whole group and small group for whole group and small group instructioninstruction

Determining individual student needsDetermining individual student needs Determining professional Determining professional

development needsdevelopment needs

1.1. What do we want students to learn?What do we want students to learn?

2.2. How will we know if they’ve learned How will we know if they’ve learned it?it?

3.3. What will we do if they don’t?What will we do if they don’t?

4.4. What will we do if they come to us What will we do if they come to us already knowing it? already knowing it? Rick Dufour

Focus on Instructional Objectives

Instructional Instructional DeliveryDelivery

In order for active In order for active student engagement to student engagement to occur, teachers need to occur, teachers need to

deliver instruction deliver instruction effectively.effectively.

The Effects of LecturingThe Effects of Lecturing

Students are not attentive to what is being said in Students are not attentive to what is being said in a lecture 40% of the time.a lecture 40% of the time.

Students retain 70% of the information in the first Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes of a lecture but only 20% in the last ten minutes.ten minutes.

Meyer & Jones, 1993Meyer & Jones, 1993

Studies on effective teachers have clearly established that Studies on effective teachers have clearly established that interactive direct instruction is more effective in producing interactive direct instruction is more effective in producing student achievement gains. Students learn best when the student achievement gains. Students learn best when the teacher is actively teaching and interacting with students.teacher is actively teaching and interacting with students.

(AFT, 2001)(AFT, 2001)

Teacher knowledge and skill can make the difference Teacher knowledge and skill can make the difference between a student who is successful in school and one who between a student who is successful in school and one who is not.is not.

(Ferguson, 1991)(Ferguson, 1991)

What teachers know and can do makes the crucial difference What teachers know and can do makes the crucial difference in what children learn. Teaching is the most important in what children learn. Teaching is the most important element of successful learning.element of successful learning.

(Darling-Hammond, L.)(Darling-Hammond, L.)

In Summary

Q & AQ & A