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Responsiveness to Instruction
Preparing Our Kids for a Future
Benefits of RTI
The Importance of Reading
Children who read well, read more
They acquire knowledge in numerous domains
Children with limited reading-related skills rarely catch-up to their peers without intensive intervention
Many continue to experience difficulties throughout their school years and into adulthood
• Christopher Lonligan (2004)
Traditional RtI
Tier 3Individual
Intervention (5%)
Tier 2Small-Group
Intervention (15%)
Tier 1General Education Activities
(80%)
RtI is a set of systematic, increasingly intensive educational interventions designed to target an individual student’s learning challenges to provide supplementary interventions as necessary.
Tier1Effective Core Instruction for
All Students
Tier 2Supplemental
Interventions for Some Identified
StudentsTier 3
IntensiveInterventions for Individual
Students
Interventions Led by Schoolwide Teams
Tiers 1 & 2Students with motivational issuesStudents with attendance issuesStudents with behavior issuesTier 3Students in need of intensive remedial support in universal skills:Reading, writing, number sense, English language, attendance and behavior
Interventions Led by Collaborative Teacher Teams
Tiers 1 & 2Students in need of supplemental support in learning essential core standards and English language
Austen Buffum, Mike Mattos and Chris Weber, 2012
What about PSRC Students?
Often, students walk in with developmental delays
How does this display in language, cognitive, and behavior?
And over time, learning deficits compound and result in more students demonstrating increasing deficits in the higher grade levels; thus the percentages presented in the original RtI pyramid might be underestimates (Bender, 2012).
Dropout Nation – Frontline PBS
Activity– Describe students and external factors that impact our students
YOUTUBE
Pyramid Response to Intervention: How to Respond When Kids Don't Learn
The Florida Center for Reading Research Student
Center Activitieswww.fcrr.org/curriculum/SCAindex.shtm
Problem-Solving Process
Essential RTI Components Screening
Schoolwide, multi-level instructional prevention system:
Primary (Level I)
Secondary (Level II)
Tertiary (Level III) Progress monitoring
Data-based decision making for:
Instructional decision making
Movement within the multi-level system
Disability identification (in accordance with state law)
Evaluating the effectiveness of the intervention
1. Screening – a system for identifying students at risk for poor learning outcomes.2. Multi-level prevention system – at least three increasingly intense levels of instructional support.
a)Primary, which is the core instruction and curriculum. b)Secondary, which is in addition to the primary level and provides
supports targeted to students’ needs.c)Tertiary, also supplemental to primary, but more intense than
secondary.3. Progress monitoring – a system for monitoring the effectiveness of the supports provided to students.4. Data-based decision making for
a)Instruction – determining who needs assistance, what type of instruction or assistance is needed, whether the duration and intensity are sufficient.
b)Movement within the multi-level system – when to move students to something more or less intense, who is responding and/or not responding.
c)Disability identification – when to refer for special education evaluation, how the student compares to his or her peers, did he or she receive appropriate instruction. This, of course, is in accordance with the state law.
d)Evaluating the effectiveness of the intervention
Process of RtI
Process of RtI
Timely, Directive, System, Flexible Support-1) timely interventions at the first indication that they need more time and support, 2) directive rather than invitational, so that students get the extra help they need 3) extra support is not dependent upon which teacher the student has, but implemented systematically.
Shared Instructional Goals- 1) RtI will not be effective, if educators have not first collaborated to identify common instructional goals. 2) PLCs rely on frequent, timely common formative assessment data to determine which students need additional time and support, not last year’s summative assessment data.
P21—Wiki Space
Buffum, Mattos, Weber (2009)
Process of RtIUniversal Screening- in both academics and behavior even before the school year has begun to identify who need additional time and support.
1)Apply universal screening in a broader context that includes behavior as as literacy and numeracy skills, and 2) to explicitly base decisions upon highly specific data. 3)We commonly refer to “universal screening” as the process that schools use to identify students who are at risk for poor learning outcomes.
Frequent Progress Monitoring-1)measure the effectiveness of an intervention overall and for individual students. 2) Monitoring student progress as often as twice each week, using very short, specific probes to detect small changes in student learning.
Research-Based Interventions- ‘research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.
School Culture- 1)Embed the professional learning communities model. 2) Professional Learning community finds a way to provide students this additional time and support the staff ‘brainstorms’ a series of interventions
Implementing Tier I
Powerful classroom instruction begins with the adoption and use of an evidence-based curriculum, but effective teachers do not simply teach such a program page-by-page in the same way for all students. Rather, they differentiate instruction, providing instruction designed to meet the specific needs of students in the class.
Differentiating Instruction
http://si2013planning.ncdpi.wikispaces.net/P21+Framework
Overview of the P21 Rainbow
YouTubea visit to a differentiated classroom
Click icon to add pictureClick icon to add picture
Click icon to add picture
http://www.fcrr.org/curriculum/PDF/G4-5/45TRGPartOne.pdf
Researchers strong recommend differentiated instruction as the essential basis for RtI.—Factually, scholars now consider differentiated instruction the most effective basis for all instruction.
Tools for Differentiation
http://www.greenwichschools.org/page.cfm?p=9426
http://www.greenwichschools.org/page.cfm?p=9184 ----P21
27
Middle School Practices for Primary Prevention
Improving the primary level of prevention (core instruction)
This practice is pivotal to RTI implementation success.
Engaging students in their learning
Every student knows the learning goals.
Using a standardized curriculum
Mr. X’s 6th-grade math is the same as Ms. Y’s 6th-grade math.
Snapshot… Data: good assessments—benchmark
and normative—and expert use of the data
Increased direct instructional time; additional time for those behind
Quality instruction in small, fluid, skill groups
Targeted accelerated growth; knowledgeable reading specialists
Fielding, Kerr, Rosier, 2007
Creating a Positive Learning Environment
Behavior and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behavior. The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties—whether mild, moderate, or severe—the more academic success can be achieved.
• Austin Buffum, Mike Mattos, and Chric Weber (2011)
Using Data…. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/dddm_pg_09290
9.pdf
Collect and prepare a variety of data about student learning. -To gain a robust understanding of students’ learning needs, teachers need to collect data from a variety of sources.
Interpret data and develop hypotheses about how to improve student learning.-Working independently or in teams, teachers should interpret the data they have collected and prepared.
Modify instruction to test hypotheses and increase student learning. -After forming hypotheses about students’ learning needs, teachers must test their hypotheses by carrying out the instructional changes that they believe are likely to raise student achievement.
Page 17 on document for Action Plan
Using Data…..
Teach students to examine their own data and set learning goals--Students are best prepared to learn from their own achievement data when they understand the learning objectives and when they receive data in a user-friendly format. Tools such as rubrics provide students with a clear sense of learning objectives, and data presented in an accessible and descriptive format can illuminate students’ strengths and weaknesses
Personalized Learner Assessment
Problem-Solving Process
Thinking and Learning Styles
Multiple Intelligences
Multiple Intelligences (continued)
Examples of Screening
Indicators and Tools
Examples of Measurable
Academic Skills andDiagnostic
Assessments
Progress Monitoring
43
Progress Monitoring Conducted frequently – at least
monthly
Designed to:
Estimate rates of improvement Identify students who are not
demonstrating adequate progress Compare the efficacy of different
forms of instruction Thereby design more effective,
individualized instructional programs for struggling learners
44
What is the Difference Between Traditional Assessments and PM?
Traditional assessments: Lengthy tests Not administered on a regular
basis Teachers do not receive
immediate feedback Student scores are based on
national scores and averages
What About When It Isn’t Enough?
Movement from Tier I to Tier II
Tier II
After gathering accurate screening data on all students, schools must analyze the data, validate student needs, and match students that need support with an effective intervention. In other words, schools need the right interventions in place, the interventions must be intensive enough to accelerate student learning, and each intervention must be implemented with fidelity.
Culture:“RTI = All Staff + All Kids”
Schools reported a cultural shift in language and thinking.
Teachers think less about teaching content and more about ensuring that students learn.
“We [staff] all believe that all students can learn.”
All staff own all students; no more “my student” or “his student.”
All teachers can teach reading and mathematics.
48
http://www.studentprogress.org/
CBM in Relation to RTI
There is no single, widely accepted “model” of the RTI process.
In general, a school organizes its model into tiers. Each stage
represents a continuum of increasing intensity of support.
Tier 1: Universal screening
Screen all students. Students are identified “at-risk” early in the school year by reviewing progress (e.g., state tests, benchmarks). Given classroom support.
Tier 2: Target intervention
Additional support is given to students not making adequate progress and is provided in individual or small group settings.
Tier 3: Intensive intervention
Students whose needs are greater than general education can meet receive individualized, intensive support that targets the student’s skill deficits (e.g., special education).
Tier II—Purposeful Grouping
Purposeful Grouping allows you to provide personalized instruction in the general education setting. It can help you design lesson plans that set up all students for success, including those struggling with particular skills from the curriculum.
Small-group instruction that relies on evidence-based interventions that specify the instructional procedures, duration, and frequency of instruction
52
CBM in Relation to RTIKey Terms
Curriculum-based assessment (CBA):
refers to a wide range of informal assessment procedures within the classroom to monitor student progress. The focus is on the instructional level of students.
Requirements of CBA:
Measurement materials are aligned with school curriculum.
Measurement is frequent. Assessment information is used in instructional
decision-making.
55
Progress Monitoring
Teachers assess students’ academic performance, using brief measures, on a frequent basis
The major purposes are
To describe rate of response to instruction
To build more effective programs
CBM in Relation to RTIQuestion:
Can assessments be valid and reliable if teachers grade tests
differently?
Answer:
Assessments for the purpose of progress monitoring can be valid and
reliable at the teacher level if teachers use a consistent manner in
grading. However, comparisons between teachers may not be valid
and reliable if different grading procedures are used.
57
CBM in Relation to RTIKey Terms
Role of curriculum-based assessment
Planning Instruction
Assessment
Informal Formal
58
CBM in Relation to RTIKey Terms
Curriculum-based measurement (CBM):
refers to a specific method of monitoring student progress through direct, continuous assessment of academic skills toward long-term goals. Typically schools use standardized assessments to monitor student progress.
Technically, CBM is a form of CBA because it meets all the requirements of CBA.
CBM is used to address the question:
“Is the student making progress towards a
grade-level expectation or long-term goal?”
59
CBM in Relation to RTIAnswer:
Informal:
used to determine how well student performs compared to criteria for mastery, self, and classmates. Seeks to identify the strengths and needs of individual students without regard to grade or age norms.
Formal:
used to compare performance to others of the same age or grade. Have standardized procedures for administering, timing, and scoring.
Assessments
Informal Formal
Classroom assignments, State testing, WJ-III,
journals, essays, reports, WRAT, CTBS, WIAT,
discussion groups, reading logs benchmarks
60
CBM Research
CBM research has been conducted over the past 30 years
Research has demonstrated that when teachers use CBM for instructional decision making:
Students learn more Teacher decision making
improves Students are more aware of
their performance
61
Progress Monitoring
Evaluate effectiveness of instruction
Individual students Entire class
Identify goals, measure goals, adjust teaching as needed
Accelerated learning
Targeted instruction
Faster attainment of state standards
Movement from Tier II to Tier III
Tier III
64
Steps to applying what you’ve learned:
1.Analyze Curriculum
2.Prepare Probes
3.Probe Frequently
4.Graph the Data
5.Yield to the Results
65
Demonstrate Data Management Techniques
Understanding the Steps1. Analyze Curriculum:
Identify realistic, measurable instructional objectives.
Ask, “What do I want the students to learn?”
2. Prepare Probes to match curriculum:
A probe is a structured assessment tool used to monitor a
skill related to the objective. Probes must match learning
objectives. A variety of probes should be used.
Ask, “How will I measure student learning?”
3. Probe Frequently:
The more information you have, the more
accurate your instructional decisions will be.
66
Compare and Contrast Current Assessment Practices
Using CBM for instructional decision-making: Pre Instruction (before instruction)
Do learners possess pre-requisite knowledge/skills to achieve goal?
Formative (during instruction)
Are learners progressing?
If yes, are they being adequately challenged?
If no, why not? Is it the pacing? The content? The instructional strategies?
• Summative (upon completion of instruction)
Did learners achieve desired instructional goal?
Diagnostic (during or upon completion)
Why aren’t/didn’t students achieving the goal?
67
Demonstrate Data Management Techniques
Understanding the Steps
4. Graph the Data:
Most dreaded, yet powerful, component of CBA.
a. Record and establish baseline for each student.
b. Construct the aimline to judge student progress.
c. Enter results of each probe as it is administered and scored.
5. Yield to the Results:
Look for trends in student performance. Ask, “What are the
data telling me?” and “How should instruction change
based on the data?”
Let’s get started with a demonstration….
68
Demonstrate Data Management Techniques Sample of CBM module
Title of Graph
Students’ goal
90
80
70
60
50
40 Aimline
30
20
10
Probes 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
% C
orr
ect
69
Demonstrate Data Management Techniques Sample of CBA module
Title of Graph
Students’ goal
90
80
70 Student 1
60 Student 2
50
40 Aimline
30
20
10
Probes 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
% C
orr
ect
70
Demonstrate Data Management Techniques
Step 3: Analyze data: aimlines and trendlines
Now what? How do I know what it means? How do I know when to revise instruction?
You can make decisions based on:
Recent consecutive scores or
The trendlines
71
Demonstrate Data Management Techniques
Step 3: Analyze data: aimlines and trendlines
Decision rules based on recent scores:
Question: Are the 4 most recent scores above the aimline?
Yes No
Increase student’s goal Revise instructional program
Primary prevention is crucial because it supports the majority of your student population.
All middle schools indicated that their most important RTI focus was solidifying their core instruction and that improving their core instruction was pivotal to RTI implementation success—to have at least 80% of their students meeting proficiency standards. In middle school, the primary prevention is all content area instruction.
Ways that the staff in our study suggested improving their primary instruction include—
Engaging students in their learning – While important in every classroom, at every level of instruction, many middle schools emphasized their efforts to engage their students in the primary level of instruction. Some of the techniques were to review each section and lesson’s objectives with the class, write out the day’s objectives on the board, quickly review past lessons, and generalize information to the next objectives. Many of these techniques helped the students understand and generalize their learning goals.
• Every student knows the learning goals.
Some schools invested heavily in a research-based core curriculum that aligned with their state standards and focused on fidelity of implementation to ensure that the curriculum was implemented with high quality. Implementing a standardized curriculum ensured that all students in all classes received the same lessons.
Once a school’s staff thought that their primary level (core instruction) was solid, they began putting more emphasis on the secondary level of intervention.
http://www.rti4success.org/
Movement from Tier III to Tier II or I
Additional Resources
RTI Implementation Processes for Middle Schools (June 2011) http://www.rti4success.org/pdf/0644MS_RTI_Implementation_Brief_d3.pdf
RTI Scheduling Processes for Middle Schools (July 2011) http://www.rti4success.org/pdf/0681MS_RTI_Rescheduling_Brief_d2.pdf
RTI in Middle Schools: Frequently Asked Questions (August 2011)http://www.rti4success.org/pdf/0572%20MS%20RTI%20FAQs%20d5[1].pdf
Middle School Essential Components report (Fall 2012)80
http://www.rti4success.org