Families & Schools Working Together to Close the Achievement Gap

for ALL Students:

A Conversation with Families about their Important Role in PA’s Standards Aligned System (SAS) & Response to Instruction & Intervention (RtII)

Facilitated by:Dr. Jennifer Lillenstein, RtII Statewide Lead Consultant, PaTTAN

Susan Spadafore, Educational Consultant, PaTTAN Kay Lipsitz, Executive Director, Parent Education Network (PEN)

1. Understanding the value of common core standards and 21st century teaching and learning… for your child, your child’s school, Pennsylvania and the Nation

2. Understanding the SAS-RtII Connection and the important role you can play

4. Articulating the most important issue facing our children and the field of education today

5. Establishing practical ways that you can help your child and his/her school

Conversational Objectives:

3

21st Century Teaching & Learning:

What Families Need to Know

21st century

Closing the Achievement Gap

We have access to common core standards, research-based instruction and intervention and fair assessments.

We also have a lingering achievement gap within many of our schools.

WHY?

A Little Background Info…President Obama/Reform

U.S. is one of only two OECD nations where today’s young people are not better educated than their

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Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

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Source:

Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students

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U.S.A.

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We hear things about students like:

• They’re poor• Their parents don’t care• What else do you hear as a parent or

community member?

DonDeshler

What Works?

Effective instruction/intervention practices+

Effective implementation practices=

Good outcomes for Kids

Tier I of the RtII framework provides access to high quality standards based

curriculum and instruction for all students. RtII organizes assessment

practices and requires schools to use the four types of assessments to determine

the effectiveness of curriculum/intervention and

drive instructional adjustments. Examples,

Summative: PSSA, PVAASBenchmark: 4 Sight

Diagnostic: GRADE, GMADEFormative: Formal and

Informal (progress monitoring, ticket out the

door)RtII organizes curriculum and instruction to

ensure all students receive the standards

aligned core curriculum. ALL staff (Gen, Sp Ed,

Title, ESL) assume responsibility and an

active role in instruction in the core curriculumHigh quality instruction is at the heart of RtII.

The framework organizes instruction to ensure the use of high leverage, research-based

instructional practices at each Tier. Processes are in place to ensure instructional fidelity.

RtII requires the selection and use of materials and resources that align with

standards based curriculum and research based standard protocols to address

specific skill acquisition.

Research-validated interventions are implemented based on the type, level and

intensity of student need.

PA’s Got SAS and RtII (WHAT + HOW)

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More about RtII….

• Response to Instruction and Intervention (RtII) is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RtII provides an improved process and structure for school teams in designing, implementing, and evaluating educational interventions.

RtII

What Are the Essential Components of RtII?

High-Quality, Standards-Aligned Instruction

Positive Behavioral SupportUniversal Screening

Tiers of Increasingly Intensive Support

CollaborationProgress-Monitoring

Parent Involvement

Virtual Visits Middle and High School

RTI Action Network

– Russell Middle School, Colorado Springs, CO– Tygard High School, Portland, Oregon

http://www.rtinetwork.org/professional/virtualvisits

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Universal Screening

• Universal Screening is a step taken by school personnel early in the school year to determine which students are “at risk” for not meeting grade level standards. Universal screening can be accomplished by reviewing recent results of state tests, or by administering an academic screening test to all children in a given grade level. Those students whose test scores fall below a certain cut-off are identified as needing more specialized academic interventions.

QUESTIONS TO ASK ABOUT SCREENING

• What tests does the school use to screen students for reading problems?• How many times are the tests given during the year?• Does the school use screening tests that measure decoding? fluency?reading comprehension?• What other areas are measured?• What are my child’s reading scores from the screening tests?• Did any of the screening tests show that my child needs extra help?What kind of help?• How do my child’s scores compare with other children who are at thesame grade and age level?

* TIP - You may want to keep a record of your child’s scores so that youcan compare them with scores on future tests.

Progress Monitoring

• Student Progress Monitoring is a scientifically based practice that is used to frequently assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class.

Elementary PM Example

Secondary Example – CDT’s

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STDorEC

Code

Eligible Content

Grades Algebra I Algebra II Geometry

K 1 2 3 4 5 6 7 8 HS

Module 1Operations and

Linear Functions & Inequalities

Module 2Linear

Functions and Data

Organizations

Module 1Numbers

Systems and Data Analysis

Module 2Non-Linear Expressions

and Equations

Module 1Geometric

Properties and Relations

Module 2Geometrical Reasoning

Data Analysis and Probability: Probability determination and application

M5.E.3.1.1

Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (information could be represented by pictographs, bar graphs, charts, tables and/or spinners).

●

M5.E.3.1.2

Determine the probability of an outcome (e.g., a coin toss, a roll of a number cube) and express as a fraction without reduction. ●

M6.E.3.1.1

Define and/or find the probability of a simple event (express as a fraction in lowest terms).

●

M6.E.3.1.2

Determine/show all possible combinations involving no more than 20 total arrangements (e.g., tree diagram, table, grid). ●

M7.E.3.1.1

Find the theoretical probability of a simple and/or compound event (answer written as a fraction in lowest terms—any compound events should be independent)

●

M7.E.3.1.2

Find the theoretical probability of an event not occurring (e.g., what is the probability of not rolling a 1 on a number cube) ●

M7.E.3.1.3

Use data displayed in charts, graphs or tallies to find experimental probability

● M8.E.3.1.1

Find the probability for a mutually exclusive or an independent event (written as a fraction in simplest form).

M8.E.3.2.1

Determine/show the number of permutations and/or combinations for an event using up to four choices (e.g., organized list, etc.).

M11.E.3.1.1

Find probabilities for independent, dependent or compound events and represent as a fraction, decimal or percent).

M11.E.3.1.2

Find, convert and/or compare the probability and/or odds of a simple event.

M11.E.3.2.1

Determine the number of permutations and/or combinations or apply the fundamental counting principle. (Formula provided on the reference sheet).

A1.2.3.3.1

Find probabilities for compound events (e.g., find probability of red and blue, find probability of red or blue) and represent as a fraction, decimal or percent.

A2.2.3.2.1

Use combinations, permutations, and the fundamental counting principle to solve problems involving probability.

A2.2.3.2.2

Use odds to find probability and/or use probability to find odds.

A2.2.3.2.3

Use probability for independent, dependent or compound events to predict outcomes.

G.2.2.4.1Use area models to find probabilities.

QUESTIONS TO ASK ABOUT PROGRESS MONITORING

• What does the school use to find out whether my child is doingbetter after receiving extra help? Charting? More testing? A computerprogram?• What is being measured?• How often does my child’s teacher monitor my child’s progress?• Does the school have a chart that shows the results of the progressmonitoring?• Does the progress monitoring information show that my child ismaking progress because of the extra instruction?• If my child is not making progress, how long will the teacher wait beforemoving my child to a different tier or making a change in instruction?

* TIP – You could ask for a copy of the progress monitoring informationon a regular basis so that you can follow your child’s progress.

Scientifically-Based What?

• Scientific, Research-Based Instruction and Intervention refers to specific curriculum and educational interventions that have been proven to be effective –that is, the research has been reported in scientific, peer-reviewed journals.

Questions to Ask about Instruction & Intervention

• What reading materials and methods of instruction are used in my child’s general education class?

• How does the school know that the reading program is research-based?

• Is my child receiving extra help (over and above the reading instruction in general education)?

• Who is helping my child?• Do the teachers and staff helping my child have special

training in reading?

Parents and RtII

• Parents and RtII

What Role Does RtII Play in Special Education Eligibility?

Effective instruction and progress monitoring.

For students to be considered for special education services based on a learning disability, they first must have been provided with effective instruction and their progress measured through “data-based documentation of repeated assessments of achievement.

What Role Does RtII Play in Special Education Eligibility?

Evaluation procedures. • The law gives districts the option of using RTI

procedures as part of the evaluation procedures for special education eligibility.

• RtI and Statistics

How Can Families Become More Involved in the RtII Process?

• The hallmarks of effective home-school collaboration include open communication and involvement of parents in all stages of the learning process.

• Being informed about your school’s RtII process is the first step to becoming an active partner.

Ask the Following Questions:

1. Does our school use an RtII process? (Be aware that your child’s school may call their procedures a “problem solving process,” or may have a unique title for their procedures, e.g., Instructional Support Team, and not use the specific RtII terminology.)

2. Are there written materials for parents explaining the RtII process? How can I become more involved?

3. What interventions are being used with students? Are the interventions and instructional strategies supported by research?

Families & Questions

4. How do teachers know that the instruction and intervention is being carried out as planned with my child or other students?

5. Can I get regular progress monitoring reports so I know how my child is responding to instruction and intervention?

6. At what point will I be informed of my due process rights under IDEA 2004, including the right to request an evaluation for special education eligibility?

What Are Next Steps in Implementing RtII Approaches?

• Schools must be prepared to offer a variety of proven instructional strategies

• Staff must be trained to measure student performance using methods that are sensitive to small increments of growth

• Parents must be kept informed of these new procedures and made partners in the process.

• Teams must determine how they will define an “adequate” response to instruction and intervention—how much progress over what period of time will be the benchmark to determine if an intervention is successful?

Professional Development

Training Steps

Knowledge Acquisition

Skill Acquisition

Classroom Application

Theory Medium

50%

Very Low

5%

Very Low

0%

Theory & Demonstration

High

85%

Low

15%

Very Low

0%

Theory, Demonstration & Practice

High

85%

High

80%

Very Low

5%

Theory, Demonstration, Practice & Coaching

High

90%

High

90%

High

95%

What Works??? Effective Instructional & Intervention Practices

+ Effective Implementation Practices

= Good Outcomes for ALL Students

2010-2011 Statewide Work Scope

Where We’ve Been

• Elementary School• Middle School RtII Learning

Sites• ESL/ELL/RtII• SLD/RtII• Statewide Workgroup• Parent Engagement• Statewide Training• On-site Support• Colleges/Universities• Administrator Series

Present

• Algebra • English Composition• Elementary and Secondary

Data-Analysis & Instructional Matching

• Background Knowledge• Role & Function• Colleges and Universities• ESL/ELL RtII • Middle School Learning Sites• Partners & Research

Resources for ParentsEnding RtI Video

A Parent’s Guide to Response to Intervention

PaTTAN RtI Parent Toolkit

National Center on Response to Intervention

National Research Center on Learning Disabilities

The Center for Comprehensive School Reform and Improvement

Recommended Resources21st Century Skills• http://www.21stcenturyskills.org/

Gates Foundation• http://www.gatesfoundation.org/topics/Pages/high-schools.aspx

Center on Instruction• http://www.centeroninstruction.org/

National Center on Response to Intervention• http://www.rti4success.org/index.php?option=com_content&task=blogcat

egory&id=8&Itemid=110

PA Standards Aligned System Portal• http://www.pdesas.org/

RtI Action Network• http://www.rtinetwork.org/Learn/Why/ar/RadarScreen

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ResourcesWorld-Class Instructional Design and Assessmenthttp://www.wida.us/The IRIS Centerhttp://iris.peabody.vanderbilt.edu/Institute of Educational Scienceshttp://www2.ed.gov/about/offices/list/ies/index.htmlFlorida Center for Reading Researchhttp://www.fcrr.org/National High School Centerhttp://www.betterhighschools.org/topics/dropoutprevention.aspAchievehttp://www.achieve.org/

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Contact Information www.pattan.net

Dr. Jennifer Lillenstein jlillenstein@pattan.net(717) 541-4960

Susan Spadaforesspadafore@pattan.net(717) 541-4960

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationThomas E. Gluck, Acting Secretary

Amy Morton, Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education