Responsiveness to Instruction

Moving Through the TiersMoving Through the Tiers

Agenda

Completing Tier I

Completing Tier II

Progress Monitoring & Periodic Evaluation

What comes after Tier II?

Difference between schools completing Tier I & II schools that are in full implementation.

Common Difficulties seen in the District

Teachers not using the same progress monitoring instrument on a tier. When different instruments are used each month/week, there is no way to make an accurate comparison to determine if the student has made any progress or not.

Teachers trying to address too many needs at one time and not narrowing in on the key area of need. When teachers try to address everything, the model is not manageable. In addition, it is difficult for the student to make any progress because so many things are trying to be addressed at one time.

Teachers providing high intensity of interventions at Tier I. This does not allow any place to go, when the student is not being successful and needs to move up a tier.

Periodic Evaluation not being completed. Needs Assessment for Tier II is copied from Tier I, instead of

using the latest information and data.

Changes

Based on these difficulties, as well as input that has been received, some changes have been made to the Tier I & Tier II forms.

Goal of Changes Make forms easier for teachers,

Without making such drastic changes that would require total retraining

and Maintain compliance

Tier I

ChangesChanges

Tier I (Diagnostic Page)old page one

Took page and moved to Tier II. Moving this page eliminates the extra checklists

for hearing and vision. Hearing and vision would just be completed when the student begins receiving Tier II interventions.

Gathering student’s history data will be completed when the student begins receiving Tier II interventions.

It allows the teacher to put more thought into the needs assessment and identifying those initial interventions.

Parent Concerns remained.

Tier I (Needs Assessment) old page 2, new page 1

This is now page one. Check boxes were created for Define the

Problem and Problem Analysis Slight wording adjustments were made to

Define the Problem and Problem Analysis Moved comparison to peers to Tier II Added starter statements in areas to

assist teachers. Simplified the Area(s) Concern Added skip to page 2 to the end of the

intervention program statement.

Let’s look at the new Page One

Quick Look

The Details & Examples

Parent Concerns

You need to make sure that you describe any parent concerns.

If the parent does not have any concerns, any comments provided by the parent need to be noted.

This is important, because parents are a big part throughout the model.

Define the Problem. Consider the major areas of difficulty:

Reading Math Written Expression Language Behavior

Consider primary difficulty in behavior Then think about the skills that are weak.

Components of Reading

Phonological Awareness Phonics Vocabulary Fluency Comprehension

Phonological Awareness

Involves analyzing the sounds of language and how these sounds make up words and sentences.

Phonics

“Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language”

“The goal of phonics is to help children learn and use the alphabetic principle…the understanding that there are systematic and predictable relationships between written letters and spoken sounds.”

Vocabulary

Vocabulary refers to the words we must know to effectively communicate

Types of vocabulary: Listening- words needed to understand

what we hear Speaking- words used when speaking Reading- words needed to understand

what we read Writing- words used in writing

Fluency

Fluency is the ability to read text accurately, quickly and with expression.

Fluent readers: Read aloud with little effort, and naturally as if they

were speaking Do not have to focus on decoding words Recognize words and comprehend at the same

time Make connections with the text

Comprehension

Reason for reading. It is both purposeful and active and can be

developed by teaching various comprehension strategies.

Questions

If you have specific questions about any of these areas, you can contact Carlene White and/or Spencer Register.

You can also talk with the reading teacher and/or curriculum coach who works at your school.

Areas of Math

Conceptual Knowledge/Number Sense

Arithmetic Fluency (Computation) Problem-Solving Skills Reasoning Ability

Conceptual Knowledge/Number Sense The understanding of why math

operations function the way they do and the patterns.

Students with good conceptual knowledge understand math concepts and vocabulary.

Conceptual Knowledge/Number Sense Refers to an intuitive feel for numbers and their

various uses and interpretations. Includes the ability to compute accurately and

efficiently, to detect errors, and to recognize results as reasonable.

People with number sense are able to understand numbers and use them effectively in everyday living.

Good number sense is recognizing the relative magnitudes of numbers and establishing referents, or benchmarks, for measures of common objects and situations in their environments.

Arithmetic skill/fluency

Fluency is ability to express something effortlessly and clearly.

Math fluency would be the ability to compute math facts and problem solve with automaticity and confidence.

Problem-solving

Problem-solving is the process/procedure by which a new situation is analyzed and resolved.

It is the ability to use knowledge of arithmetic, concepts and reasoning to solve math problems, as well as the ability to make connections between one method and its application to a new situation.

Reasoning Ability

Relationship between procedural and conceptual knowledge

Critical skill that enables a student to make use of all other mathematical skills.

Questions

If you have specific questions about any of these areas, you can contact Carlene White and/or Spencer Register.

You can also talk with the curriculum coach who works at your school.

Language

Second Language

Communication Difficulties Listening Comprehension Oral Expression Pragmatics/Social Language

Questions

If you have specific questions about any of these areas, you can contact: The ESL teacher in your school The Speech/Language specialist in your

school

Behavior Function

To get something What is the student trying to get?

To avoid something What is the student trying to avoid?

Questions

If you have specific questions about any of these areas, you can contact the Student Support Person in your school.

Stop and Discuss

Baseline:

How is the student currently performing. ____ is currently reading ___ wpm. ____ is currently scoring a ____ on an

eight minute math assessment. ____ is currently scoring a ____ on a

three minute MAZE comprehension assessment.

____ currently is only able to follow simple one step directions.

Benchmark Two Parts1. The growth that is anticipated after a reasonable

amount of intervention time. For example:

After six weeks of intervention, _____ will Increase his reading from _____ wpm to _____wpm. Increase his math score from a _____ to a _____ on an

eight minute math (M-COMP) assessment. Increase his reading comprehension from a _____ to a

_____ on a three minute MAZE comprehension assessment.

Will increase his understanding of oral directions from a one-step simple direction to a three step direction.

2. The growth that is anticipated by the end of the year.

Relationship of Baseline, Benchmark, & Progress Monitoring

You need a baseline and a benchmark using the same progress monitoring

instrument.

Area(s) Concern

This section has been simplified. You check all the areas affected by

the identified need. For example:

Reading may be affecting the student in all areas, so you would check all academic areas.

Math may be affecting the student in math and science, so you would check both of those areas.

EC Student

If the student is an EC student, complete the EC PEP plan.

Plan and directions can be found on the wiki.

Intervention Program

If you have more than 20% of your students having difficulty with the same area of need, you should design an intervention program. REMEMBER: You must have

administrative approval. This could be a classroom plan, grade

level plan, grade span plan, or school plan.

The plan, steps for completing, and examples can be found on the wiki.

Stop and Discuss

Tier I (Intervention Page)Old page 3, new page 2

Starter statements added to goal area.

Recommended timeframe for interventions is 3,6, or 9 weeks.

Otherwise, this page stayed the same.

Let’s look at the new Page Two

Quick Look

Intervention Design Criteria Focus: Ongoing monitoring and adjustments of instruction are

designed to meet the needs of students. Design:

Specific to the student’s learning profile Utilization of flexible grouping for differentiation of

instruction based on skill level Research-based classroom interventions designed to

achieve grade-level content expectations Minimum 2 to 3 intervention sessions per week

Interventionist: Primarily the classroom teacher and parent. Other school personnel may be involved in rare cases, when identified by need.

Setting: Intervention sessions should be occurring primarily in the general education classroom.

Progress Monitoring: Must take place a minimum of once a month

Timeframe

Recommended timeframe Three Six Nine

Progress Monitoring

Progress Monitor each goal written. Progress Monitor once a month Use the same instrument each time.

Documentation of progress monitoring will be discuss in more detail later in the presentation.

How to complete the Periodic Evaluation will be discuss in more detail later in the presentation.

Stop and Discuss

Tier II

Page OnePage One

Hearing and Vision

For the hearing and vision screening, complete the observation checklists found on the wiki and refer to the appropriate person. Vison - school nurse Hearing - Speech/Language Specialist

Stop and Discuss

Tier II

Page TwoPage Two

Needs Assessment/Quick Look

The Details & Examples

Define the Problem.

Consider the major areas of difficulty: Typically, this would be the same as

Tier I. If after careful consideration, it was

determine that the wrong area of need was identified, attached documentation of reason for the change and continue with Tier II.

Problem Analysis The area you

checked on Tier I goes in the blank.

Then dig deeper into what the problem may be.

What specific skill deficits are really causing the problem.

Comparison to Peers

What are the peers currently able to do?

For example: Peers are reading ___ wpm. Peers are able to score ___ on an eight

minute math assessment. Peers are able to score ___ on a three

minute MAZE comprehension assessment. Peers are able to following multiple step

directions.

Baseline

If the same analysis is determined, your baseline is your last progress monitoring point from Tier I.

If a new analysis is determined, identify the probe you will use to progress monitor and get a new baseline.

Benchmark Same as Tier I Two Parts

1. The growth that is anticipated after a reasonable amount of intervention time.

For example: After six weeks of intervention, _____ will

Increase his reading from _____ wpm to _____wpm. Increase his math score from a _____ to a _____ on an eight

minute math (M-COMP) assessment. Increase his reading comprehension from a _____ to a _____ on

a three minute MAZE comprehension assessment. Will increase his understanding of oral directions from a one-

step simple direction to a three step direction.

2. The growth that is anticipated by the end of the year.

Stop and Discuss

Instructional Plan

Complete in the same format as Tier I.

Intervention Design Criteria Focus: Student receives supplementary instruction, in addition

to the core instruction. The intention of the supplementary instruction is to provide time-limited interventions with the goal of accelerating student learning to meet grade level expectations.

Design: Specific to the student's learning profile Minimum of 2 interventions per area of need Minimum of 3 to 4 intervention sessions per week At least one intervention session per week must be provided in a

small group setting (maximum of 5 to 7 students). Interventionist: Classroom teacher and other school personnel

as identified by need. Setting: Appropriate setting as determined by the need; can be

conducted in and out of the general education classroom Progress Monitoring: Must take place a minimum of once every

two weeks.

Progress Monitoring

Progress Monitor each goal written. Progress Monitor every other week. Use the same instrument each time.

Documentation of progress monitoring will be discuss in more detail later in the presentation.

How to complete the Periodic Evaluation will be discuss in more detail later in the presentation.

Stop and Discuss

Progress Monitoring

Key Points

A baseline and benchmark needs to be obtain using the instrument that will be used to progress monitor.

The same instrument/probe must be used at each progress monitoring point.

Must progress monitor each goal (recommend that you limit your goals to one per area of need)

Progress Monitoring Page

This page has been totally redesigned and simplified.

Documentation

If using AIMSweb, DIBELS, or another computer data management system, you can maintain the documentation in the system and you do not need to use the progress monitoring boxes.

If running records are being used, use the running record documentation sheet located on the wiki.

If using another instrument, you can create a sheet for documentation or document on the progress monitoring sheet. Use the running record example as a guide.

If a teacher-made instrument is used, attach a sample of the instrument.

When would I print out the computer reports?

There are three times you would print the report.1. At the end of the school year.2. When the student moves from a tier,

attach to the tier the student was on.3. When the plan is discontinued.

Stop and Discuss

Tier I & II (Periodic Evaluation Pages)

Sections were added, so plan can be reviewed throughout the year, without adding pages.

Simplified section.

Periodic Evaluation

Use this page (Periodic Evaluation) to regularly review the plan.

Use this page (Final Evaluation) when a decision is being made

When making the decision to adjust tiers, you need to be sure to

consider the Reflective Questions:

Reflective Questions Implementation

Did the delivery of interventions follow the plan for implementation/

Is progress monitoring of the intervention used and adjustments made as needed?

Did the intervention match the student’s specific need? If the answer is “no” to any of the above questions, you must first make

adjustments to the plan before considering moving the student up to Tier II.

Evidence Does the instruction or the intervention decrease the

student’s learning gap? Does the intervention reduce the problem behavior and/or

increase the desired the behavior? Does progress monitoring data determine the intervention

to be effective? Does student performance improved as measured by

assessment(s)?

What to focus on?

Everything is required. However, do not get hung up on all

the details of the paperwork. Focus on:

The needs of the student Providing the interventions Progress monitoring

Stop and Discuss

What comes after Tier II

If students continue to significantly struggle after receiving Tier II level interventions, Schools implementing Tier I & II would

consider a possible referral for special education.

Schools in Full Implementation would begin Tier III problem-solving.

Additional Details

Review of Folders Schools implementing Tier I & II

Before consideration for a referral to special education is made, the folder needs to be reviewed using the referral checklist located on the Tier II page of the wiki.

Schools in Full Implementation Before consideration of Tier IV interventions, the

folder needs to be reviewed using the checklist for tier components located on the Tier IV and the administrative guidelines page of the wiki.

It is recommended that all schools review the checklist for tier components, to assist with making sure folder are accurate.

What to do about current plans?

You do not need to redo any student’s plans on the new forms.

What if I have a student who has been receiving Tier I interventions and needs to begin receiving Tier II interventions? Use the new Tier II form. On the first

page, make a note that it was completed at Tier I.

How to handle receiving a folder?

There has been much confusion how to handle receiving a folder, especially when major changes need to take place.

A short PowerPoint can be found on the wiki on the Support Materials page that will guide you through the steps of receiving a folder.

Stop and Discuss

Difference

Between schools in Full Implementation and those just

implementing Tier I & II.

Between schools in Full Implementation and those just

implementing Tier I & II.

Full Implementation Schools Tier I

Teacher and Parent work together.

Tier II Teacher works with their PLC and any

other specialist that s/he feels is necessary. Teacher should never continue Tier II alone.

Tier III Teacher works with the RtI team.

Preparation for a RtI team

meeting Description of major concerns and how

the student’s difficulties interfere with the student’s performance.

Pertinent data from parents, including their concerns.

Description of student’s strengths, as well as any incentives that motivate the student.

Description of what has been done to assist the student.

Data that indicates the student’s current level of performance.

Tier I and Tier II Schools

Tier I Teacher and Parent work together.

Tier II Teacher works with the RtI team, using

the following steps:

Before Team Meeting

Teacher meets with assigned PLC group to discuss the following:1. What has been done at Tier I and the

student’s response (use the reflective questions for decision making to guide yoru discussion)?

2. Has the correct need been identified or whether other underlying causes need to be investigated?

3. Should student be referred to the RtI team or adjustments made to interventions at Tier I.

Actions from RtI Team

1. Team discusses the student and assists teacher with developing a Tier II plan. Periodic reviews continue with PLC.

2. Team discusses the student and identifies the student as high priority. At this time, team assists with development of Tier II plan and maintains overseeing the plan.

End Goal for All Schools

To provide students with the level of intervention support that will allow them to progress in order to meet grade level standards.

To provide intervention support immediately in order that the student may return to the core curriculum.

Stop and Discuss

Further Questions If you have further questions that were not able to

be answered today, write the questions down and give to your principal.

Either s/he or his/her designee will contact a support person for clarification.

Remember: The biggest thing with the documentation is that a stranger can pick up the file and can tell what has happen from beginning to end and know why the decisions were made as they were (even if it is not documented in the exact right spot).