Placer County Office of Education Pyramid Response to ...sites.placercoe.k12.ca.us/PLC/archived/Mattos/MattosPresentation.pdf · Mike is coauthor of Pyramid Response to Intervention:

Placer County Office of Education

Pyramid Response to Intervention RtI, Professional Learning Communities, and How to Respond

When Kids Don’t Learn Mike Mattos

April 24, 2008

7:30 – 8:30 Registration/Coffee Time 8:30 – 10:00 Introductions and Opening Remarks Presentation by Mike Mattos 10:00 – 10:20 Break 10:20 – 12:00 Presentation by Mike Mattos (continued) 12:00 – 1:00 Lunch 1:00 – 2:15 Break 2:15 – 3:30 Presentation by Mike Mattos (continued) Closing Remarks

Mike Mattos is currently the principal of Pioneer Middle School, in Tustin, California. A thriving professional learning community (PLC), Pioneer has consistently ranked among the state’s top schools for student performance and has received national recognition. Accolades include 2007 California nominee for the National Blue Ribbon Schools program; California Distinguished School, 2003 and 2007; and finalist in the state’s Schools to Watch program. Pioneer’s standardized test scores currently rank highest of all Orange County middle schools and in the top 1 percent of the state. The school is featured on www.allthingsplc.info, a comprehensive online resource and community for educators implementing and sustaining PLCs. In addition, Pioneer was one of only eight schools in the nation chosen by Dr. Richard DuFour to be featured in the professional development video series The Power of Professional Learning Communities at Work™: Bringing the Big Ideas to Life. Previously, as principal of Marjorie Veeh Elementary School in Tustin, Mike helped create a powerful PLC that greatly improved learning for all students, with a significant impact on the large population of youth at risk. Over a three-year period, Veeh’s state standardized test results improved by 87 points. Test scores of economically disadvantaged students increased 116 points, while those of Hispanic students increased 144 points. In 2004, Veeh was one of 18 elementary schools in California to win awards as a California Distinguished School and a Title I Achieving School. To achieve success, Mike implements PLC concepts, sustaining a collaborative environment among his staff. His vision has united teachers, counselors, and administrators in a common goal—to educate all students. For his leadership, Mike was recently named the Orange County Middle School Administrator of the Year by the Association of California School Administrators. Mike is coauthor of Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Students Don’t Learn, and a contributor to the anthology The Collaborative Administrator. Mike’s work is also featured in Revisiting Professional Learning Communities at Work™: New Insights for Improving Schools and The Professional Learning Communities at Work™ Plan Book. Mike received his Master of Science in educational administration from National University in Costa Mesa, California, and his Bachelor of Arts in political science from the University of Redlands in California. He completed the National Professional Learning Communities Leaders Academy, and he is a member of the California League of Middle Schools, Middle School Partnership Network, and Computer-Using Educators.

Mike Mattos

Solution Tree 555 North Morton Street Bloomington, IN 47404

888-763-9045 phone 812-336-7790 fax

Look for Updates on Local Events And Resources at the

Placer County Office of Education PLC Website:

www.placercoe.k12.ca.us/plc

Pyramid Response to Interventions

Pyramid Response to Intervention:

RTI, PLCs, andHow to Respond When Students

Don’t Learn!

Mike [email protected]


Today’s Outcomes:

• Provide a compelling case to create a Pyramid Response to Intervention

• Gain an understanding of the essential characteristics of RtI

• Learn how PLC practices create to foundation necessary to build a PRTI

• Understand the elements of an effective, systematic, site intervention program

• Share proven, practical implementation ideas

• Leave with a plan

1


Workshop Design:

Workshop Norms…


When all is said and done, the norms of agroup help determine whether it functionsas a high-performing team or becomessimply a loose collection of people workingtogether.

--Goleman

2


Our norms…

• Be on time• Honesty• Ask questions• Focus on Results• Urgency


What is our mission?

3


Our mission is not to:

--meet mandates--raise test scores


Our Mission…

To assure high levels of learningfor all students!

4


Never in our nation’s history have thedemands on our educational system beengreater or the consequences of failure assevere. Beyond the high-stakes schoolaccountability requirements mandated bystate and federal laws, the differencebetween success and failure in school is,quite literally, life and death for our students.


Today, a child who graduates fromschool with a mastery of essential skillsand knowledge is prepared to compete inthe global marketplace, with numerouspaths of opportunity available to lead asuccessful life. Yet, for students who failin our educational system, the reality isthat there are virtually no paths ofopportunity.

5


The likely “pathways” for studentswho struggle in school are:

1. Poverty2. Welfare3. Incarceration4. Death


Dropouts on average earn about $12,000per year, nearly 50 percent less than thosewho have a high school diploma

--Rouse/Muenning, 2005: www.centerforpubliceducation.org

Poverty…

6


Welfare:

75% of those claiming welfareare functionally illiterate.

http://www.covinaliteracy.org/facts.htm


Incarceration

Across the United States,82% of prison inmates are dropouts

Ysseldyke, Algozzine, & Thurlow 1992

7


Incarceration

According to the report,Literacy Behind Prison Walls,

70 percent of all prison inmates arefunctionally illiterate or read below

a fourth-grade level.

http://www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf


Incarceration

85% of juvenile offenders havereading problems.

http://www.literacybuffalo

8


Incarceration

Youth in Correctional Facilities

Average age: 15

Average Reading Level: 4th Grade(30% below this level)

www.edjj.org


Incarceration and Special Education

The incidence of learning disabilitiesamong the general population based onU.S. Dept. of Education and local serviceproviders is around 5%. This is in sharpcontrast with the number of LD studentsin the criminal justice system, estimated

to be as high as 50%.

Bell, 1990: http://findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4

9


With such high stakes,educators today are like

tightrope walkers without a safety net,responsible for meeting the needs of every

child with little room for error.


Our Dilemma:

Our traditional US school systemwas not designed to ensure thatall students learn at high levels

10


Characteristics of our traditionalUS school system:

-- Professional isolation (1 room schoolhouse)

-- Few students went to college (10-15%)

-- Our job was to “sort” students (bell curve)

-- Failure is OK…


Agricultural Jobs in America

In 1870, half of the US population wasemployed in agriculture.

As of 2006, less than 1% of thepopulation is directly employed in

agriculture.

11


US Manufacturing Jobs:

1950: 34%

2002: 13%

--USA Todayhttp://www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm


Our Mission…

To assure high levels of learningfor all students!

12


What do we meanby “high” levels

of learning?


“The high school diploma has becomethe ticket to nowhere.”

James Waller, Face to Face: The Changing State of Racism Across America

13


What do we meanby “high” levels

of learning?

“High School + Plus”


If our mission is high levels oflearning for all students,

the question is:

Is it possible?

14


“Formula for Learning”

TI + T = L

Targeted Instruction + Time = Learning


Traditional Schools:

TI + T = LTargeted Instruction + Time = Learning

Constant + Constant = Variable

15


Learning Focused School:

TI + T = L Targeted Instruction + Time = Learning

Variable + Variable = Constant


For all students to learn, we must:

• Start with a highly effective research-basedcore instruction

• Systematically identify students who are notsucceeding in our core program

• Provide these students additional time andsupport until they learned

16


High Levels of Learning

Well Prepared Severely At-Risk

Core Instruction Supplemental Help Intensive Support


Over the past decade, two provenprocesses have been developed to

achieve this goal:

1. Professional Learning Communities

17


National Association ofElementary School Principals:

When principals apply NAESP’s sixprofessional standards of instructionalleadership whey will fulfill their primaryresponsibility: leading learningcommunities.


National Association ofSecondary School Principals:

Breaking Ranks II outlines the need forcurrent high schools to engage in a processof change that will ensure success for everystudent. Its first set of recommendationsand tools focuses on the development of

Professional Learning Communities.

18


National Staff Development Council:

Staff development that improves the learningof all students organizes adults into learningcommunities whose goals are aligned with

those of the school and district.


National Board ofProfessional Teaching Standards:

In order to take advantage of the broadrange of professional knowledge andexpertise that resides within a school,teachers are members of Professional

Learning Communities.

19


National Commission ofTeaching and America’s Future:

The commission recommends that schools berestructured to become genuine learning

communities for both students and teachers;organizations that respect learning, honor

teaching, and teach for understanding.


NEA KEYS Initiative:

• Shared commitment to high goals

• Collaborative problem solving.

• Continuous assessment of teaching and learning

• Personal and professional learning

20


--National Council of Teachers of Mathematics

--National Council of the Teachers of English

--National Science Teachers Association

--American Federation of Teachers


On Common Ground:

Roland Barth Larry Lezotte

Doug Reeves Jonathon Saphier

Mike Schmoker Dennis Sparks

Michael Fullan Rick Stiggins

Robert Marzano

21


In a Professional Learning Community,collaborative teams focus on 3 key questions…

1.What is it we expect students to learn?

2.How will we know when they have learned it?

3.How will we respond when they don’t?


Pyramid of Interventions

22


Over the past decade, two provenprocesses have been developed to

achieve this goal:

1. Professional Learning Communities

2. Response to Intervention


Why Adopt an RtI Model?

At first glance, response-to-intervention (RTI) isa method to identify learning disabilities. But,RTI could play a much larger role. It has theability to transform how we educate students– all students. With RTI, students may getthe support they need as soon as they showsigns that they are having difficulty learning,regardless of whether or not they have adisability”

(Council for Exceptional Children, 2007).

23


Learning for All

• “Response to Intervention offers the bestopportunity in the past 3 decades to ensurethat every child, no matter how gifted orchallenged, will be equally valued in aneducation system where the progress ofevery child is monitored and individualizedinterventions with appropriate levels ofintensity are provided to students as needed.”

– East (2007)


Description of RTI Model

• RTI uses a multi-tier model ofeducational resource delivery. Each tierrepresents an increasing intensity ofservices matched to the level of currentstudent need.

• Student intervention outcomes drivedecision-making at every tier of themodel.

• Scientifically-based instruction thatincorporates effective practices

24


Pyramid of Interventions Response to Intervention

Pyramid Response to Intervention



Where do we start?

25


If a school tried to build anintervention program in isolation of its“core” program, it would be like tryingto build a house, but starting with the

roof—without a proper foundation,no structure can stand.


3 “Big Ideas” of Being a PLC

1. Focus on Learning

2. Collaborative Culture

3. Focus on Results

26


Big Idea #1

Focus on Learning(instead of teaching)


Big Idea #1: Focus on Learning…

We accept high levels oflearning for all students as thefundamental purpose of our schooland therefore are willing to examineall practices in light of their impact

on learning.

27


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


A Candid Mission Statement

It is our mission to help kids learn IFthey are conscientious, responsible,attentive, developmentally ready, fluentin English, and come from homes withconcerned parents who take an interestin their education.

28



Our mission is to create a school with anunrelenting focus on learning; failure isnot an option. But, ultimately, it will bethe responsibility of the student and hisor her parents to take advantage of theopportunities for learning.



Our mission is to take credit for theaccomplishments of our highestachieving students and to assign blamefor low performance to others.

29



It is our mission to ensure the comfortand convenience of the adults in ourorganization. In order to promote thismission, we place a higher value onindividual autonomy than we do onensuring that all students learn. We willavoid any change or conversation thatmight create anxiety or discomfort orinfringe on individual autonomy.


Importance of Culture

Structural innovation cannot beunderstood and should not be

undertaken, without consideringschool culture.

Fred Newmann

30


If you intend to introduce a change thatis incompatible with the organization’sculture, you have only three choices:modify the change to be more in line withthe existing culture, alter the culture tobe in line with the proposed change, orprepare to fail.

David Salisbury and Daryl Conner


If our mission is high levels oflearning for all students,

the question is:

Is it possible?

31


Effective Schools Research:

Ron Edmonds, Larry Lezotte, WilburBrookover, Michael Rutter, and othersconcluded that:

• All Children Can Learn• Schools control the factors to assure

that students master the core of thecurriculum


What Works in Schools:

An analysis of research conducted overa thirty-five year period demonstratesthat schools that are highly effectiveproduce results that almost entirelyovercome the effects of studentbackgrounds

Robert Marzano, What Works in Schools, 2003

32


90/90/90 Schools

--Doug Reeves


Restructurevs.

Reculture

33



Essential Questions:

Do you believe all students can learn at highlevels, and do you take responsibility to

ensure that all students learn?

34





3. Focus on Results



Do you have frequent,collaborative time embedded in

your professional day?

35



1. What is it we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t?



1. What is it we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t?

36


But don’t we already have state standards?


Teams should identify 8–10 essentialstandards per semester thatall students will master.

37


Criteria for SelectingEssential Standards

1. Endurance2. Leverage3. Prepare for the next level

--Dr. Doug Reeves


When identifying an essential standard,we would clearly:

1. Define the standard…2. Determine rigor level for student proficiency3. Identify prior skills needed4. Select of common assessment5. Schedule when the standard will be taught

38


Essential Standards and Common Assessments

Standard # Standard/Description Example/Rigor Prior Skills Needed Common Assessment When Taught



Have you clearly defined what allstudents should learn?

39


Keys to Implementing RtI

–Collective Responsibility &Problem Solving

–Effective Core Program– Universal Screening & Progress Monitoring– Timely, Research-Based Interventions– Intervention Efficacy and Fidelity– Decision Protocols


RTI and PLCs

RTI

CollectiveResponsibility

PLCs

Focus on Learning

40


RTI and PLCS

RTI

Effective CoreProgram

PLCs

Collaborative Culture,

Collective Inquiry,

What do we want studentsto learn?





3. Focus on Results

41


Big Idea #3: Focus on Results

To guide your site interventions, you need:

– timely and frequent information on theachievement on your students

– in meeting an agreed-upon standard(s)– on a valid assessment– in comparison to others

-DuFour, DuFour & Eaker


To guide our intervention program,common assessment information must tell us :

1. Which students mastered/did not master

specific essential standard(s)

2. Which instructional practices worked/did not

work best

42


School Performance Report

Far BelowBasic

Below Basic Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%


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%

43


Classroom Standards Report

StudentName

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%


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%

44



Do you have frequent, commonformative assessments to measure

student learning?



– Collective Responsibility/Problem Solving– Effective Core Program

–Universal Screening &Progress Monitoring

– Timely, Research-Based Interventions– Intervention Efficacy and Fidelity– Decision Protocols

45


Universal Screening

• Primary purpose - to determine whichstudents need more time and support.

• Also provides information:– Benchmark data norms for grade levels, schools,

the district.– Effectiveness of the curriculum for most students;

for subgroups.


Universal Screening

Symptoms vs Causes:

Universal Screening tells us which kids are“sick”…it does NOT usually tell us why!

Answering this question will probably takeadditional diagnostic assessments

46


93

80% of your studentsshould be here



Three-Tier Model of School SupportsThree-Tier Model of School Supports


3rd Grade Math

Addition and Subtraction 0-18

0

10

20

30

40

50

60

70

JohnSue

Steve

Sherry

BridgetMike

Larisa

CarleyTomEliasTyler

Evan

Zane

Kadon

Jasmine

NicoleGina

Cardenas

TiffanyKris

ShermanAaronSkye

Graham

Roxann

Dig

its C

orr

ect

in T

wo

Min

ute

s

47


3rd Grade

Addition and Subtraction 0-18

0

10

20

30

40

50

60

70

JohnSue

Steve

Sherry

Bridget

Mike

Larisa

Carley

TomElias

Tyler

Evan

Zane

Kadon

Jasmine

NicoleGina

Cardenas

TiffanyKris

Sherman

Aaron

Skye

Graham

Roxann

Dig

its C

orr

ect

in T

wo

Min

ute

s


Universal Screening

• Short, quick, easy-to-administer probes– Aligned to curriculum– Measure basic academic skills

• Tied to state academic standards• Typically administered schoolwide in

kindergarten• Fall, winter and spring (or more often)

48


Universal Screening• Tools to Consider

– Curriculum-Based Measurement Warehouse• (www.interventioncentral.org)

– DIBELS (Dynamic Indicators of Basic Early Literacy Skills)• (http://dibels.uoregon.edu)

– STEEP (System to Enhance Educational Performance)• (www.isteep.com)

– AIMSweb• (www.aimsweb.com)

– Measures of Academic Performance• (www.nwea.org)


Progress Monitoring

• Brief assessments are conducted frequently• Assessment occurs throughout the intervention• Results are evaluated to determine whether student

response to intervention is adequate• Allows for continuous tracking of student progress• CBMs are frequently used for progress monitoring

49


Progress Monitoring


Progress Monitoring

50


Progress Monitoring


102

Case Study: Joshua

Joshua’strend-lines

instructionalchanges

Joshua’sgoal-line

X

51


CPM Progress Monitoring Materials

• AIMSweb/Edformation• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)/Sopris West• EdCheckup• Monitoring Basic Skills Progress/

Pro-Ed, Inc.• STAR/Renaissance Learning• Test of Silent Word Reading Fluency/Pro-Ed., Inc.• Test of Word Reading Efficiency/Pro-Ed., Inc.• Yearly ProgressProTM/McGraw-Hill• Research Institute on Progress Monitoring, University of Minnesota• Vanderbilt University


Progress Monitoringwww.studentprogress.org

52


RTI and PLCS

RTI

Universal Screening &

Progress Monitoring

PLCs

Focus on Results,

How do we know if ourstudents are learning?


If we believe all kids can learn…

–What is it we expect them to learn?–How will we know when they have

learned it?–How will we respond when they don’t

learn?

53


If we build a systematicintervention program withineffective individualintervention programs, all wehave done is guarantee allstudents access to what doesnot work.


“Traditional” Interventions…

• Up to each teacher…

• Remedial Classes

• Summer School

• Retention

• Special Education

54


Special Education’s “Wait to Fail” Modelis Fatally Flawed:

–National Redesignation Rate: 1.8%

–National drop-out rate for specialeducation students: 31.2%



• Answering this question requires us tolook back into history.– 1975, PL 94-142

• Identifying students with handicappingconditions denied access to public education

– “Child Find”

• Procedural safeguards as a major componentof identification process

55



• What was not a focus?– Little or no attention paid to student

outcomes, either academic or behavioral.– Students with disabilities were

systematically excluded from assessmentsystems.• No systems developed for assessing these

students.



• U.S. Dept. of Education focused uponincidence rates– The entire focus for a quarter of a century

was upon identification and placement, notabout effective interventions.

– The system failed to ask “ how is thestudent doing?”• Many teachers did, but the system was focused

elsewhere!

56



• Successful academic outcomes are notachieved by “waiting for students tofail” but are instead achieved bysystematically applying these questionsto our work.


57



58



59



• Impact on “Regular Education”– Educators came to understand that when

students failed to learn, it was expected(even required) they be referred for specialeducation testing.• “Failure to succeed in a general education

program meant the student must, therefore,have a disability.”

– David P. Prasse, Ph.D., Loyola University, Chicago



• 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.

60



• After 25 years of “refer, test, place,”something needed to be done.– Reform needed to be systematic

(understood by both regular and specialeducation teachers).

– RtI emerged as a REGULAR EDUCATIONINITIATIVE.


“Learning CPR”

61


CPR: Cardio-Pulmonary Resuscitation…

– Urgent, “Life Saving” Process– Reseach-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic


Characteristics of an EffectiveIntervention Program:

– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic

62





Urgent—

Do we have a sense of urgency whenimplementing interventions?

63





Scientifically Research Based

vs.

Research Based

64





Directive—

Are targeted students required to attendand participate?

65





Timely…

Extended time tolearn essential

standards

Timely schoolresponse when

students don’t learn

66


Timely…


standards

Timely schoolresponse when

students don’t learn


Timely…


standards

Timely schoolresponse whenstudents don’t

learn

67


Timely—

How often are students identified for thisprogram?

How often do we evaluate progress?

Does this intervention provide extended learningtime and multiple opportunities for students todemonstrate mastery?




68


Pearl…

Identify students for interventions basedupon the cause of their struggles,

not by the symptoms.


Targeted…

Students who don’tdo their work

Students who lackthe skills to do theirwork

69


Targeted…

IntentionalNon-Learner

FailedLearner


Interventions for Intentional Non-Learners:

• Make them do the work!

• You must care more about them doing thework the they care not to…

• Don’t need highly-trained teachers, butinstead a “tight”, timely process ofaccountability

70


Interventions for failed learners:

• Provide additional time and practice

• Fill learning gaps (Prerequisite Skills)

• Provide “different” instruction


Students can be both!

intentional non-learner

and

a failed learner

71


Targeted—

What is the intervention’s intended outcome?

Does it provide differentiated, research-basedinstruction?

Which students should be selected forparticipation? (Intentional Non-Learners or Failed Learners)




72


Administered by Trained Professionals—

Who will teach or otherwise implement thisintervention?

Do our instructors have the training andresources necessary for success?




73


Systematic Response

• Schools systematically identify, monitor,and revise individual studentintervention needs every three to fourweeks.

• Interventions are part of a system thatensures, no matter to which teacher astudent is assigned, the same thinghappens when they don’t learn.


Response to Intervention

(RTI)

74



– Collective Responsibility/Problem Solving– Effective Core Program– Universal Screening & Progress Monitoring

–Timely, Research-BasedInterventions

–Intervention Efficacy and Fidelity–Decision Protocols


Why a Pyramid?

Creating a Tiered-Approach toInterventions

75


All

Some

FewRTI

Continuum ofSupport for

ALL


Interventions• Scientific, research-based interventions

– “research that involves the application of rigorous,systematic, and objective procedures to obtainreliable and valid knowledge relevant to educationactivities 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

76


Interventions

• Tier I Instruction– 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 I– Unresponsive students move to Tier II


Interventions• Tier II Interventions

– Creative, flexible scheduling to createsufficient time for small group instruction

– Creative use of personnel– Thirty minutes of additional time and

support, three to four times per week– Weekly monitoring of progress– Responsive students return to Tier I– Unresponsive students move to Tier III

77


Interventions• Tier III Interventions

– More intensive, with frequent individualizedintervention

– Interventions are highly targeted,prescriptive/diagnostic, and focused on causes notsymptoms

– Actual interventions may be the same as in Tier II,but are more frequent and longer in duration

– Progress is monitored even more frequently thanin Tier II


Interventions

• Interventions become more intensiveby:– Increasing the frequency (5x/week, rather

than 3x/week).– Increasing the duration (50 minutes rather

than 30 minutes).– Decreasing the pupil/teacher ratio.

78


High Levels of Learning

Well Prepared Severely At-Risk

Core Instruction Supplemental Help Intensive Support


Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:Intensive

Interventions

79


Tier 1:

Core Program

Tier 2:


Tier 3:Intensive

Interventions


Tier 1:

Core Program

Tier 2:


Tier 3:Intensive

Interventions

80


Systematic Support for EL StudentsNative English Speaker “Newcomer”

Tier 1:

1. Identified/TeachEssentialAcademicVocabulary

2. SADIETeachingStrategies

Tier 2:

1. ShelteredClasses

2. Highly-TrainedTeacher

Tier 3:

1. Daily ELD2. Newcomer

Class


Tier 1: Identified/Teach Essential Academic Vocabulary

SADIE Teaching Strategies

Tier 2: Sheltered Classes Highly-Trained Teacher

Tier 3: Daily ELD Newcomer Class

81


Tier 1:

Core Program

Tier 2:


Tier 3:Intensive

Interventions

At Risk

Responsive

Unresponsive

Unresponsive

Responsive

Considerationof SpecialEducationPlacement


Academic Systems Behavioral Systems

1-5%

Tier 3: Intensive, IndividualInterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

1-5%Tier 3: Intensive, IndividualInterventionsIndividual StudentsAssessment-basedIntense, durable procedures

5-10%Tier 2: Targeted GroupInterventionsSome students (at-risk)High efficiencyRapid response

5-10%Tier 2: Targeted GroupInterventionsSome students (at-risk)High efficiencyRapid response

80-90%Tier 1: UniversalInterventionsAll studentsPreventive,proactive

80-90% Tier 1: UniversalInterventionsAll settings, allstudentsPreventive, proactive

Three Tiered Model ofSchool Supports

Students

82



– Collective Responsibility/Problem Solving– Effective Core Program– Universal Screening & Progress Monitoring

–Timely, Research-BasedInterventions

–Intervention Efficacy and Fidelity–Decision Protocols


ElementaryModel PRtI…

83


School’s Demographics


School’s Demographics

84


School’s Performance

API

600

620

640

660

680

700

720

740

760

780

800

820

840

860

880

900

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Year

API


The Achievement GapDifference Between White and Latino APIs

0

25

50

75

100

125

150

175

200

225

2003 2004 2005 2006 2007

Year

AP

I D

iffe

ren

ce

85



86



Example of TLC StructureABC Elementary School has:

– 120 1st-grade students– 4 1st-grade teachers

Student/teacher ratio is 30:1.

Now, add the following staff:– 1 special day-class teacher– 1 Instructional aide for SDC– 1 resource teacher– 2 instructional aides for RSP– 2 Title I-Funded instructional aides

Student/teacher ratio is 11:1.

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Language Arts Block

50 Minutes

2 hours

Scaffolding Is Only a Partof Language Arts Instruction


TLC Scaffolded Instruction

Group 4 (On track)

30 children, 2 teachers/aides 15:1 ratio

Group 5 (Advanced)

35 children, 1 teacher 35:1 ratio

Group 2 (Intensive)20 children, 3

teachers7:1 ratio

Group 1 (Most intensive)

10 children, 3teachers/aides

3:1 ratioGroup 3

(Less intensive)25 children, 2 teachers/aides

12:1 ratio

88


TLC in Action


TLC in Action

Specialists workacross all gradelevels during theirTLC block.

89


TLC in Action

Lowest student-teacher ratiosare provided forneedieststudents.


Scaffolded Instruction

90


Veeh’s Pyramidof Interventions


Tier 1• Focus on Literacy (daily, uninterrupted literacy block)

• Daily EL Instruction by CELDT Level

• National Writing Project

• Super Star Writing

• Newcomer/EL Cluster Classes

• GATE Cluster Classes

• Flexible Reading Groups

• Weekly Collaboration Time

• Aligned Curriculum, Instruction, and Assessment

• Frequent, Ongoing Assessment in Reading, Writing and Math

• Feeder School Transition

• “Big Buddies”

• At-Risk Conferences

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• Schoolwide SMART Goal on Writing, Reading, and Math

• Best Teachers Teaching Students at Risk

• Viking Pride Cards, SOTH, Principal’s Pride Party, Math Pins

• Safe and Orderly Campus

• Student Goal-Setting

• CHOC Van

• Expanded Music Program

• PE Program

• Fun!

• Newcomer Classes

• Parent Institute


Tier II• Grade-level teams meet weekly toidentify students at risk and provideadditional support

• PE pull-out to re-teach

• Veeh Learning Center

• Reading Specialist groups

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Tier III• Small Group Reading Specialist Groups

• Barton Reading Program

• SST

• Schedule/Teacher Changes

• Targeted Rewards

• Special Education Testing


SecondaryModel PRTI

93


Tier 1:Core Program


Pioneer Core Program

--All classes meet or exceed state standards.--Schoolwide and team SMART goals--Identified essential standards for every course--Universal screening in reading, writing and math--Common assessments for all essential standards--Universal access to electives--Leveled reading groups

94


Pioneer Core Program

• Open tutorial period (Tues/Thurs)• Lunch or after-school homework help• Quarterly student goal-setting• 6th-grade mentor program• 6th-grade study skills class• Late bus• Online grade access• Career exploration (dream plan)


Identifyingand

Placing Students

95


Student Identification

• Universal screening in reading, writing,and math

• Teacher recommendation (including“feeder” elementary schools)

• Grades every 3 weeks• Common assessment data



BEWARE

• Grades don’t always measure learning.• State assessments• “Rigid” placement systems

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Tier 2:Supplemental Interventions

“Base-Plus”


Pioneer Supplemental Program

• Mandatory tutorial• Mandatory homework help• Escorted homework help• Parent-contact or progress report• Fall and spring “at-risk” conferences• One-on-one mentor• New student buddies

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Pioneer Supplemental Program

• Double-block math• Newcomer ELD• AVID• Sheltered classes• Teacher change• Zero-period PE• Honors and accelerated classes


Progress Monitoring and Decision Protocols

• Every 3 weeks-- Teacher recommendation (Grades)-- Common assessment data-- District Benchmark Testing-- Universal Screening again at semester

98


Tier 3:

Intensive Interventions



• Intervention team meeting• Student study team• Parent conference• Common assessment data

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Pioneer Intensive Program

• Intensive core support• Intensive math support• Intensive responsibility support• Intensive reading instruction• Mandatory tutorial• Mandatory homework help• Student contracts


Progress Monitoring and Decision Protocols

Weekly to Daily

-- Intensive classes provide daily monitoring-- Common assessment data

-- Teacher Recommendations every 3 weeks

100


Pyramid of InterventionsAdlai Stevenson High School

Tier 1– Counselor watch– Summer program– Good friend– Freshman mentor program– Progress report– Student support team


Pyramid of InterventionsAdlai Stevenson High School

Tier 2– Mandatory tutoring– Weekly progress report– Guided study– Mentor program– Student support groups– Case study evaluation

101


One Creative Schedule…


Collaborative Learning

• Describe your school’s Pyramid• How does it work (push in, pull out,

after school, etc)• What is working?• What are your greatest challenges?

102


What if Tier 1, 2, and 3don’t work?

Now, we may consider specialeducation testing.


Pioneer’sDocumentation Process

103


Where do we start?


Two Options to Consider:

While building the foundation…

1. Focus on one essential standard2. Start by focusing on intentional

non-learners

104


Final Thoughts…


Start!

105



Keep your eye onthe prize…

106


Dreams

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Mattos 08

Creating a PLC Foundation: Current Reality and Steps to Success

Essential Question(s) Your Current Reality Desired Outcome (Long Team Goal)

First Steps… (Short Team Goal)

Big Idea #1: A Focus on Learning

Do we believe all students can learn at high levels? Will we take responsibility to make this a reality?

Big Idea #2: Collaborative Culture-- Frequent team collaboration time during the professional day

Is the collaboration time during the teacher’s professional day? Is it required? How often do collaborative teams meet?

Norms: Has each team identified team norms? Are they reviewed at every meeting? Is there a “norm check” procedure?

Collective Inquiry How are decisions made at your site? Are “learning” decisions made after creating shared knowledge?

What do want our students to learn?

Have collaborative teams clearly defined essential learning outcomes?

Big Ideas #3: A Focus on Results Common Assessments—How will we know if our students are learning?

Have collaborative teams created common assessments to measure essential standards? Do the assessment results show on how each student did on individual essential standard? Is common assessment data shared in comparison to others?

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Mattos 08

2008-2009 First Semester Team Collaboration Outcomes

Our Mission: To maximize every student’s academic potential and personal responsibility. School SMART Goal: All students will demonstrate mastery of their coursework essential standards by the end of the 2008/2009 school year. To achieve this goal, we agree to be “tight” about the following team outcomes: Norms

By September 10, teams will collaboratively create/revise their team meeting norms. Norms will be reviewed at every meeting, and revised as needed.

Smart Goal(s)

By September 10, teams will write a SMART goal(s) for the year. Teams will work interdependently and hold each other mutually accountable to achieve

the goal(s). Essential Standards

By October 8, teams will collaboratively identify essential learning standards (no more than 10) each course of study.

Identified standards should prepare students for success at the next level of study. For each standard, the team will write the standard in kid-friendly terms, determine the

level of rigor, identify prior skills/academic vocabulary needed, create/select the common assessment that will be used to measure student mastery, and determine when the standard will be taught.

Common Assessments

Common assessments will be given to measure student mastery of essential standards. Teams will collaboratively create at least one common assessment. Teams will collectively use the “5” common assessment guiding questions when

reviewing common assessment results. Intervention/POI/Tutorial

Teachers will refer at-risk students to the Pyramid of Interventions every three weeks. Teams will offer weekly tutorial support.

Student/Parent Communication

Teachers will update grades at least once ever three weeks. Each student will monitor his/her progress towards meeting their essential standards.

Areas of Staff Learning:

Best Grading Practices Engaging/Connecting students to Pioneer

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Mattos 08

Team Goal-Setting Plan

Team/Department: ____________________________________ What is our team’s “current reality”? (Areas of strength and potential areas of focus) Based upon our current reality, we have identified the following area of focus to improve student learning… We have collectively created the following SMART goal(s) to address this area of focus: To achieve this goal…. Action Steps: What steps or activities will be initiated to achieve this goal? Designation: Who will be responsible? Time Frame: What is a realistic timeframe for each step/activity? Outcomes/Evidence: What outcomes on student learning do we expect? What evidence will we have to show that we are making progress. This goal was created collectively, and we are committed to achieving this goal…. (Team Signatures)

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Mattos 08

What is it we expect students to learn? Identifying Essential Standards

Grade Level: _______ Subject: _________________Team Members: _________________________________________________

1. Standard/Description 2. Example/Rigor 3. Prior Skills Needed 4. Common Assessment

5. When Taught?

1. Standard: What is the essential standard to be learned? Describe in student-friendly vocabulary. 2. Example/Rigor: What does proficient student work look like? Provide an example and/or description. 3. Prior Skills Needed: What prior knowledge, skills, and/or vocabulary is needed for a student to master this standard? 4. Common Assessment: What assessment(s) will be used to measure student mastery? 5. When will this standard be taught?

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Mattos 08

2007/2008 Second Semester Essential Standards

Course Title: ALGEBRA 1 Team Members: Jackie Martin, Bre Welch, Jackie Stoerger, Mary Hingst


2.0 10.0

Students understand and use the rules of exponents. Students multiply and divide monomials

Simplify:

3 7

9

510

x yxy

Multiplying monomials and polynomials (Chapter 4)

Chapter 4 CA Feb.

11.0

Students apply basic factoring techniques to second-and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.

Factor completely: 1. 3a2 – 24ab + 48b2 2. x2 – 121 3. 9x2 + 12x +4

Multiplying and dividing monomials and polynomials. (Chapter 4 and Chapter 5: Sec 1-3)

Chapter 5 CA Feb.

12.0

Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.

Simplify:

316 8+2 2

2

4 43 6

x xy yxy y− +

−

Factoring by finding GCF, difference of two squares, and trinomials. (Chapter 5)

Chapter 6 CA March

2.0

Students understand and use the operation of taking a root and raising to a fractional power.

Simplify: 316 8+

Understanding rational and irrational numbers and prime factoring.

Chapter 11: Sec 3, 4, 5 CA

March

14.0

Solve a quadratic equation by factoring or completing the square.

Solve by completing the square: x2 + 4x = 6

Factor quadratics (Ch. 5) and simplifying radicals (Ch. 11)

Chapter 12: Sec 1-4 and Chapter 5 Sec 12 CA

Late March

21.0

Students graph quadratic functions and know that their roots are the x- intercepts.

Graph: y = x2 – 3x – 4 and state the x intercepts.

Solving quadratic equations by factoring, completing the square and quadratic formula. (Chapter 12)

Chapter 8: Sec 8 and pg 389 CA

April

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Mattos 08

Essential Standards Student Tracking Chart

Essential Standard Common Assessment Date Passed Teacher Initials

Standard 4.0 I can solve equations in one variable.

Standard 5.0 I can solve multi-step problems involving linear equations in one variable and provide justification for each step.

Equations Test (sections 3-1 through 3-3, 3-5, 7-3, and 10-5)

Standard 6.0 I can graph a linear equation and compute the x and y intercepts.

Standard 7.0 I can write linear equations given points on a line.

Ch. 8 Test (sections 8-1 through 8-5) Standard 8.0 I understand the concepts of parallel and perpendicular lines and how their slopes are related. I can find the equation of a line perpendicular to a given line that passes through a given point.

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Mattos 08

Essential Standards: US History


8.1.1

Describe the relationships between the moral/political ideas of the Great Awakening & the Enlightenment and the development of revolutionary fervor.

Prompt: Describe how the movements GA/E lead to the development of revolutionary fervor.

Define & Understand

The Great Awakening

Enlightenment

Venn Diagram: Compare/Contrast movements with written analysis

1st Quarter: Sept.

Resources: Holt Ch. 2

8.1

Understand the major events preceding the American Revolution.

Cause and Effect Relationships

Timeline of Events- illustrated & annotated

1st Quarter: Sept./Oct.

Resources: Holt Ch. 3

8.1.2

Analyze the philosophy of government expressed in the Declaration of Independence. (individual rights)

Test Question-

Which of the following is not an unalienable right?

7.6.5 Experience analyzing historical documents

(Magna Carta)

Analysis of primary source document: The Declaration of Independence

Identify key phrases-“All men are created…

unalienable rights

1st Quarter: October

Resources: Holt Ch.3

8.2.5

Understand the significance of religious freedom within the First Amendment and the importance of separation of church and state.

Why did the Supreme Court overturn Tinker vs DesMoines?

Understand the various elements of the 1st Amendment

1st Amendment Case Study-

Research Case, prepare visual & present

1st Semester

Nov.

8.2.7

Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, purpose of majority rule, ideas of American constitutionalism.

How does the legislative branch check the executive branch?

Understand the three branches of government as well as the idea of checks and balances.

Constitution Test

2nd Quarter

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Mattos 08

Common Assessment Desired Outcomes We give common assessments so we can…

• Identify specifically which students did not demonstrate mastery of essential standard(s): Because we give common assessments to measure student mastery of essential standard(s), common assessments should identify students that need additional help and support. Additionally, if an assessment measures more than one essential standard, then the test results must provide more than an over-all score for each student, but also delineate specifically which standards each student did not pass. Essential Question: Specifically which students did not demonstrate mastery?

• Identify effective instructional practices: Because our teachers have autonomy in how

they teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allows each teacher to compare their students’ results to other teachers who teach the same course. Essential Question: Which instructional practices proved to be most effective?

• Identify patterns in student mistakes: Besides using common assessment results to

identify best instructional practices, this data should also be used to determine ineffective instructional practices. When analyzing the types of mistakes that failing students make, patterns emerge that can point to weaknesses or gaps in the initial instruction.

Essential Question: What patterns can we identify from the student mistakes?

• Measure the accuracy of the assessment: Through a careful item analysis of the

assessment, a team can determine the validity of each test question. Over time, this will build a team’s capacity to create better assessments.

Essential Question: How can we improve this assessment?

• Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of

learning for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.

Essential Question: What interventions are needed to provide failed students additional time and support?

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Mattos 08

Classroom Proficiency Far Below Basic Below Basic Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%

Classroom Performance Summary Report Science7 -

Genetics Unit Test

Student Name

Num. Correct

Perc. Correct

Student 1 30 100% Student 2 29 96.67% Student 3 13 43.33% Student 4 30 100% Student 5 19 63.33% Student 6 30 100% Student 7 27 90% Student 8 28 93.33% Student 9 25 83.33% Student 10 25 83.33% Student 11 30 100% Student 12 30 100% Student 13 25 83.33% Student 14 30 100%

Student 15 30 100%Averages: 26.2 87.33%

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Mattos 08

Student Name

Num. Correct

Perc. Correct

LS 2.d

LS 2.c

LS 2.a

LS 2.b

LS 2.e

Student 1 30 100% 100% 100% 100% 100% 100% Student 2 29 96.67% 100% 67% 100% 100% 100% Student 3 13 43.33% 33% 0% 100% 100% 100% Student 4 30 100% 100% 100% 100% 100% 100% Student 5 19 63.33% 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 93.33% 67% 67% 100% 100% 100% Student 9 25 83.33% 67% 100% 100% 100% 100% Student 10 25 83.33% 100% 33% 100% 100% 100% Student 11 30 100% 100% 100% 100% 100% 100% Student 12 30 100% 100% 100% 100% 100% 100%Student 13 25 83.33% 33% 67% 100% 100% 100% Student 14 30 100% 100% 100% 100% 100% 100% Student 15 30 100% 100% 100% 100% 100% 100%

Averages: 26.2 87.33% 82% 78% 100% 97% 100%

Teacher A Teacher B Teacher C Teacher D Teacher E LS2.d 82% 89% 90% 90% 79% 86% LS2.c 100% 75% 80% 82% 71% 82% LS2.a 100% 100% 100% 100% 73% 95% LS2.b 97% 93% 96% 100% 82% 94% LS2.e 100% 83% 86% 91% 80% 88%

Class Averages:

96%

91%

90%

88%

77%

89%

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Mattos 08

Pioneer Middle School’s Pyramid Response to Interventions

Support for All Students • Open tutorial period (Tues/Thurs) • Lunch/After school homework help • Quarterly student goal-setting • 6th grade mentor program • 6th grade study skills class • Late bus • Online grade access

Core Curriculum • All classes meet/exceed state standards • School-wide & team SMART goals • Identified essential standards for every course • Universal access to electives • Common assessments for all essential standards • School-wide recognition programs • Leveled reading groups

School Structures • Safe and orderly campus • “REAL Wildcat” expectations • Weekly collaboration (LSW) • Common team prep periods • Student exploration opportunities

Level 1: Core Program

Student identification by teacher recommendation every three weeks; Common Assessments

Targeted Supplemental Support • Mandatory tutorial • Mandatory homework help • Escorted homework help • Parent contact/progress report • Fall/Spring “At-Risk” conferences • One-on-One mentor • New student buddies

Supplemental Courses • Double-block math • Newcomer ELD • AVID • Sheltered classes • Teacher change • Zero-period PE • Honors/Accelerated classes

Level 2: Supplemental Program

Evaluation of student progress every 1-3 weeks

• Intensive Core Support • Intensive Math Support • Intensive Responsibility Support • Intensive Reading Instruction • Mandatory Tutorial • Mandatory Homework Help • Student Contracts

Level 3: Intensive Program

Student Study Team

Special Education Testing

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Mattos 08

Pioneer Middle School’s Pyramid Response to Interventions

Intervention Descriptions

Pyramid Level Intervention Targeted Students

Intensity Contract Requirements

Supplemental Mandatory Tutorial

Targeted students are required to attend weekly tutorial sessions. Students are assigned to area(s) of need based on teacher referral.

Failed Learners and Intentional Non-Learners, all subjects

Twice weekly, 27 minutes per session.

Student will be promoted from the intervention once all grades are satisfactory, based upon teacher referral process

Mandatory Homework Help Targeted students are required to attend lunch and/or after school homework help sessions.

Intentional Non-Learners, all subjects

Targeted students assigned 1-10 times per week, depending on need. Lunch HW Help-

25 min. daily After School HW Help-

60 min. daily

Student will be promoted from the intervention once all grades are satisfactory, based upon teacher referral process

Escorted Homework Help Targeted students are escorted by a staff member to assigned lunch and/or after school homework help sessions.

Students failing to attend assigned mandatory support

Targeted students escorted 1-10 times per week, depending on need.

Student will be promoted from the intervention once him/her demonstrates the ability to independently attend assigned interventions

Parent Contact/Progress Reports The parent(s)/guardian(s) of every student referred into the Pyramid will we contacted, provided a progress report of their child’s current academic progress and area(s) of concern.

All students referred to Pyramid

Every 3-4 weeks Student will be promoted from the intervention once all grades are satisfactory, based upon teacher referral process

Fall/Spring At-Risk Conferences Parent/Teacher/Student conferences are held for students in danger of retention and/or failing to respond to interventions. An improvement plan is created.

Students at-risk of retention and/or failing to respond to interventions.

October and March Student will be promoted from the intervention once interventions are successful.

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Mattos 08



Supplemental Interventions continued…

One-on-One Mentor Targeted students assigned a one-on-one student mentor. Mentor can provide academic peer-tutoring and/or assistance with peer acceptance

Failed learners, Intentional Non-learners, and/or students with peer/social concerns.

As needed Successful remediation of targeted concern

New Student Buddies Student new to Pioneer are assigned a student “buddy” to help with transition and to learn the “Wildcat Way”

New students As needed N/A

Double-Block Math Classes Two period math class the meets the same curriculum, scope, sequence, and timeline at the equivalent one period, grade level math class. The additional time provides the teacher the opportunity to utilize different instructional practices, teach pre-requisite skills, and provided additional time and support for students to master essential standards

Failed Learners in math

Daily, 2 periods Student will be promoted from the class once the teacher determines that the student can perform

successful in the equivalent one-period

course

Newcomer ELD Class provides intensive English language development (ELD) to targeted students

Students not fluent in conversational English. (CELDT level 1 & 2)

Daily, three periods Student will be promoted from the class once the teacher determines that the student can perform successful in sheltered

and/or standard courses. AVID ©

College-focused, elective course designed to support targeted students’ access to rigorous coursework. Class teaches college/career planning, study skills, and tutorial support of college-prep curriculum.

High ability, low achieving students

Daily, one period N/A

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Supplemental Interventions continued…

Sheltered Classes Science and/or core classes in which clusters of language learning (EL) students with similar language needs are assigned. Teacher is trained to use EL instructional practices. Additionally, peer tutors who speak the cluster students’ native language are assigned to the class to assist.

English Language Learner students transitioning from Newcomer Class

Daily, one to three periods, as needed

Student will be promoted from the class once the teacher determines that the student can perform successful in standard courses

Teacher Change Transfer targeted student to same course, different teacher.

Student in need of a different instructional style and/or a new start

As needed N/A

Zero-Period PE For students assigned to mandatory, academic support electives and/or double-block math classes qualify to take their required Physical Education class before school, thus allowing them to take a student-choice elective during the school day.

Students in a mandatory, academic support elective and/or double block math

As needed Student will be promoted from the class one they

are no longer assigned to a mandatory, academic elective and/or double

block math Honors/Accelerated Classes

For students that have demonstrated advanced mastery of grade-level essential standards, they can qualify for placement in honors/accelerated coursework in math, core, and science.

Students that have demonstrated advanced mastery of grade-level essential standards

Each semester N/A

Intensive Intensive Core Support (ICS)

Mandatory elective course designed to support targeted students’ grade level core class (language arts and social studies). Focus of class is to pre-teach core essential standards, review prerequisite skills needed to master core essential standards, and provided extended time to learn core essential standards.

Failed Learners in Language Arts & Social Studies

Daily, 1 period To be promoted from the class, student must

demonstrate mastery of grade level core essential standards, as well as the

ability to learn future core essential standards

without intensive support.

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Intensive interventions continued…

Intensive Math Support (IMS) Mandatory elective course designed to support targeted students’ grade level math class. Focus of class is to pre-teach grade level math essential standards, review prerequisite skills needed to master grade level math essential standards, and provided extended time to learn grade level math essential standards.

Failed Learners in Math


demonstrate mastery of grade level math essential standards, as well as the

ability to learn future grade level math essential

standards without intensive support.

Intensive Responsibility Support (IRS) Mandatory elective course designed to require intentional non-learners to complete all assignments and demonstrate effective study skills.

Intentional Non-Learners

Daily, 1 period To be promoted from the class, student must have

at least a 70% in all classes, have completed

all assignments, have recorded assignments

properly for at least three weeks, and have

demonstrated satisfactory attendance.

Intensive Reading Instruction (IRI) Mandatory elective course designed to increase targeted students’ reading proficiency to grade level. Focus of class is to pre-teach core essential standards, review prerequisite skills needed to master core essential standards, and provided extended time to learn core essential standards.

Failed Learners reading at least two years below grade level


demonstrate ability to read at or above grade

level.

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Mattos 08

Tutorial Directions

Overview: Tutorial sessions can be used to reteach essential standards, offer pyramid support, provide homework help, make-up

assignments, conference with students, offer enrichment and extra-curricular opportunities, etc… Any student can be required to attend a specific tutorial session. Binder reminders and tutorial stamps will be used to

hold student’s accountable Pyramid of Intervention students will be required to attend tutorial Each departmental team should offer at least one “Open Session” for homework/assignment help Students not required to attend tutorial will earn the privilege to attend an “open” tutorial session, study in the library,

attend “enrichment” opportunities, or earn an extended snack break How does it work:

With 3 minutes left in Period 2, we will make a PA announcement to transition to Tutorial. At this time, all students

should take out their Binder Reminders. Please start by releasing any student that has a “Required Tutorial” stamp in his/her Binder Reminder. Instruct required students to line-up outside the door of their required classroom. Additionally, they are to report

directly to their required class—no stopping at lockers, restrooms, etc. Next, any student who does not have their Binder Reminder will be required to report directly to the back of the MPR

for required Study Hall. Once the required tutorial students are confirmed at their required locations, we will make an announcement for Period

2 teachers to release the students who are not required to attend a tutorial session. Please do not release these students until we make the announcement.

Please check Binder Reminders at the door to make sure that each student has earned this option. Also, please reminder these students that they have three minutes get to get to an “Open Tutorial” offering. They may

not “roam” from offering to offering…they must select one and stay. If you have any questions, please call the office.

Weekly Tutorial Priority Schedule

Tuesday Thursday Week “A” Core PE/Electives Week “B” Math Science

The Pioneer Team Commitment * Community * Collaboration

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Mattos 08

Pioneer Tutorial Schedule

Tuesday, October 9th (Priority—Math) Thursday, October 11th (Priority—Science)

Any student may attend an “Open” tutorial. To attend a “Closed” tutorial, you must have “Tutorial Required” stamped in your Binder Reminder and/or prior teacher approval.

Teacher Room Open/Closed Subject Grade Aguilar 602 Open Study Hall for Maan’s Students

Spelling Lesson #2 Test Make-Up 7

Amsbary 504 Open 6th Core Tutorial 6 Arneson 303 Open 6th Grade Earth Science Help 6 Badraun 603 Open Study Hall for Prell’s Students

Spelling Lesson #3 Test Make-Up 7

Bell/Abrahams 502 Open 6th Core Make-Up 6 Billings 702 Open 8th Grade Core: Enrichment 8 Cope MPR Open Drama/Chorus Help 6, 7, 8 Dearborn 703 Closed 8th Core Homework Help 8 Delange Track Closed Mile Run Make-Up 6, 7, 8 Fischer Band Room Open Band/Orchestra 6, 7, 8 Fuggitti 403 Open Clothing/Foods 7,8 Hamamura 503 Open Preposition Review/Make-Up 6 Harkin 405 Open Pre-Algebra Help 7 Hingst 706 Open Tues/Algebra Thurs/ Geometry 7, 8 Holmes 704 Closed 8th Core Homework Help 8 Kaahaaina 407 Open 7th Grade Life Science Help 7 Kozuch 115 Open Study Hall 6,7,8 Kridner MPR Closed Pyramid of Intervention 6, 7, 8 Larson 802 Open 7th Grade Life Science Help 7 Leon Closed 6th Exploratory Language/French 6 & 8 Lippert 505 Open Grammar Review 6 Macias 402 Closed Spanish IA 7, 8 Martin 806 Closed Tues/Algebra Thurs/ Geometry 7,8 Mattos 801 Lab Open Internet Research/AR Tests 6, 7, 8 McCargar Fitness Room Closed Fitness Log Instruction Make-Up 6, 7, 8 Meyers 901 Open Math 6 6 Miranda 701 Closed 8th Core Writing Conference 8 Mittleman 902 Open 8th Core Homework Help 8 Moore Library Open Study Hall 6, 7, 8 Noonan 605 Open Study Hall 6,7,8 Ocegera 501 Open 6th Core Make-Up 6 Payne, Mr. 121 Open Computers/Video Help 6, 7, 8 Payne, Mrs. 101 Open Math 6/PreAlgebra Help 6, 7 Polston 301 Open 6th Grade Earth Science Help 6 Prell 601 Open Study Hall for Aguilar

Spelling Lession #1 Test Make Up 7

Randall 506 Open 6th Core Make-Up 6 Sanchez 705 Open Spanish I/IB 8 Schaer 804 Open Pre Algebra 6,7,8 Shafer 408 Open 8th Grade Physical Science 8 Smith/Egan Plaza Open Study Time/Extended Snack 6, 7, 8 Spiak 401 Open Art/Yearbook 6, 7, 8 Stoerger 805 Closed Algebra & Test Retake 7,8 Thomas 404 Closed Make-Up Science Labs 8 VanHerde Track Closed Mile Run Make-Up 6, 7, 8 Welch 803 Closed 6th Grade Pre-Algebra Help 6

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Mattos 08

Evaluating Site Intervention Program Effectiveness

Essential Questions: Urgent: Do we have a sense of urgency when implementing this intervention? Directive: Are targeted students “required” to attend/participate? Timely: How often are students identified for this program? How often do we evaluate progress?

Will this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?

Targeted: What is the intended outcome of this intervention?

Which students should be targeted for participation? Will it provide targeted, differentiated, research-based instruction?

Administered by Trained Professionals: Who will teach/implement this intervention? Do the instructors have the training and/or resources necessary for success?

Systematic: How do we ensure that all students who need this intervention are identified and receive this support? How will students move into and out of the program? How will we know if the intervention is working?

Focus Intervention Program strengths in

comparison to essential characteristics…

Program concerns in comparison to essential characteristics…

Desired Outcome

Alignment Steps

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Mattos 08

Pyramid Response to Interventions: Targeting Interventions

Supplemental Level Interventions Intensive Level Interventions

Intentional Non-

Learners

Failed Learners

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Mattos 08

PRTI Essential Standard Plan Protocol

The purpose of this activity to assist team/school create a PRTI process to ensure that a group of students master a specific, targeted essential standard. The steps are:

1. Identify the targeted standard: Using the format and essential questions from the activity, Identifying Essential Standards (Appendix, Page XX), identify the essential standard to be learned. To work best, this should be a high-leverage, essential standard.

2. Universal Screening: Answer the following questions and record your responses in the appropriate box.

a. What skills/concepts related to the target standard should be measured prior to core instruction.

b. Who will administer the assessment?

c. When will the assessment be administered?

d. What assessment will be used?

e. Once the assessment is administered, what information was gained to help guide core instruction and preventive interventions?

3. Prior Skills Needed: Answer the following questions and record your responses in the appropriate box.

a. What prior skills are needed by a student to have a high likelihood of mastering the targeted standard? (These skills can be measured in the universal screening tool.)

b. For students lacking in prerequisite skills, how and when will the skill(s) be taught to them prior to initial instruction on the targeted standard?


d. What assessment will be used to measure student mastery of the prior skill(s)?

e. What research-based practices will be used to teach the prior skill(s)?

4. Tier 1 Core Instruction: Answer the following questions and record your responses in the appropriate box.

a. What skills/concepts related to the target standard will be taught during the Tier 1 core instruction?

b. Who will teach the core instruction?

c. When will the core instruction be taught?

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d. What formative common assessments will be used to measure student progress during core instruction?

e. What research-based instructional practices will be used to teach the core instructioin?

5. Tier 2 Supplemental Interventions: Answer the following questions and record your responses in the appropriate box.

a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after the Tier I core instruction?

b. Who will teach the interventions?

c. When will the interventions be offered?

d. What assessment(s) will be used to monitor student progress in each intervention?

e. What research-based instructional practices will be used for failed learners?

6. Tier 3 Intensive Interventions: Answer the following questions and record your responses in the appropriate box.

a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after Tier II supplemental interventions?





7. Universal Screening:

a. What universal screening tools will be used to assess all student in reading, writing, and math?

b. Who will administer the assessment?


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8. Tier I Core Program:

a. What research-based instructional practices/programs will be used in your Tier I Core program?

b. How will Tier I instruction be differentiated to meet the individual needs of students?

c. What formative common assessments will be used to measure student progress during core instruction?

9. Student Identification Process and Progress Monitoring:

a. How will students be identified for supplemental interventions?

b. What criteria will be used to place students in the appropriate intervention?

c. Who will place students in interventions? How often?

d. How will student progress be monitored? By who?

10. Tier 2 Supplemental Interventions:

a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after the Tier I core instruction?

b. What assessment(s) will be used to monitor student progress in each intervention?

c. What research-based instructional practices will be used for failed learners?

11. Progress Monitoring & Decision Protocols:

a. How will students be identified for intensive interventions?

b. What criteria will be used to place students in the appropriate intervention?

c. Who will place students in interventions? How often?

d. How will student progress be monitored? By who?

12. Tier 3 Intensive Interventions:

a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after Tier II supplemental interventions?





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13. Decision Protocol:

a. How will students be identified for special education testing?

b. What criteria and assessment data will be used to make this determination?

c. Who will make this decision?

Helpful Hint: To start, a team may find it helpful to put individual interventions on “post-it” notes. This makes it easier to move interventions around the chart while discussing possibilities.

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PRTI Essential Standard Plan

Grade Level: _______ Subject: _________________ Team Members: _________________________________________________

1. Target Essential Skill/Standard: _______________________________________________________________________________________

2. Universal Screening Administered By Administered When Assessment Tool Assessment Findings:

3. Prior Skills Needed (Prevention)

Taught By Taught When Assessment Tool Research Based Instructional Practices

To Be Used

4. Tier I Core Instruction (Goal: 75%+ Proficient)

Taught By Taught When Assessment Tool (Progress

Monitoring)

Research Based Instructional Practices

To Be Used

5. Tier II Supplemental Interventions (Core-Plus)


Monitoring)


To Be Used

Failed Learners:

Intentional Non-Learners:

6. Tier III Intensive Interventions


Monitoring)


To Be Used

Failed Learners:

Intentional Non-Learners:

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Creating a PLC Foundation (Page 175)

Focus on Learning Collaborative Culture Focus on Results

Response to Intervention Universal Screening Diagnostic Assessments Progress Monitoring

Decision Protocols

Tier 1 to Tier 2 Tier 2 to Tier 3 Tier 3 to Special Education

Learning CPR (Page 186) Intentional Non-Learners: Failed Learners:


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Tier 3 Intensive Program

Decision Protocol

Special Education Testing


Tier 1 Core Program

Decision Protocol

Tier 2 Supplemental Program

Decision Protocol

Universal Screening & Diagnostic Assessments

Decision Protocol: Tier 1 to Tier 2 Who: Frequency: Monitoring: Criteria:

Decision Protocol Essential Questions: 1. Who: Who needs to be part of the collaborative, problem solving

team(s) to identify student in need of additional time and support? 2. Frequency: How often will the team(s) meet? 3. Monitoring: Who will monitor each student’s progress? What tools

(assessments) will be used? 4. Criteria: How much growth is enough? How long will we try the

intervention before considering changing interventions?

Decision Protocol: Tier 2 to Tier 3

Who: Frequency: Monitoring: Criteria:

Decision Protocol: Tier 3 to Special Education Who: Criteria: Frequency:

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Documents

Placer County Office of Education Pyramid Response to ...sites.placercoe.k12.ca.us/PLC/archived/Mattos/MattosPresentation.pdf · Mike is coauthor of Pyramid Response to Intervention: