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RESPONSE to INSTRUCTION and INTERVENTION JANUARY Part 4 by Wendy Woods Laurie Anhorn

2. LEARNER OUTCOMES . You will be able to: identify factors shared by schools that successfully increase student achievement. identify factors to address in change initiatives (RtI). describe critical stages in developing an RtI2 system.assess commitment/readiness of staff for implementing

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RESPONSE to INSTRUCTION and INTERVENTION JANUARY Part 4 by Wendy Woods Laurie Anhorn

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    1. 1 RESPONSE to INSTRUCTION and INTERVENTION JANUARY (Part 4) by Wendy Woods Laurie Anhorn

    2. 2 LEARNER OUTCOMES You will be able to: identify factors shared by schools that successfully increase student achievement. identify factors to address in change initiatives (RtI). describe critical stages in developing an RtI2 system. assess commitment/readiness of staff for implementing RtI2 at your site/ develop strategies for increasing commitment. assess prevention/intervention systems in your school/develop initial plans for change. Highlight words “school factors”, “change” and “stages of development”Highlight words “school factors”, “change” and “stages of development”

    3. 3 identify team structure/processes for effective implementation of RTI2. assess status of data assessment systems/develop plans for improvement. assess/increase the leadership role of staff in the implementation of RTI2. identify resources to assist in the implementation of an RtI2 system. identify methods to evaluate team processing and outcomes of implementing RTI2 in your school. LEARNER OUTCOMES These all refer to tools introduced throughout the workshop to effect the implementation of a RtI systemThese all refer to tools introduced throughout the workshop to effect the implementation of a RtI system

    4. 4 Moving Upstream: A Story of Prevention and Intervention

    5. 5 Moving Upstream: A Story of Prevention and Intervention In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dove in and pulled the child out. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

    6. 6 Moving Upstream: A Story of Prevention and Intervention In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

    7. 7 Moving Upstream: A Story of Prevention and Intervention She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.”

    8. 8 ENHANCING RTI: HOW TO ENSURE SUCCESS WITH EFFECTIVE INSTRUCTION AND INTERVENTION by Douglas Fisher/Nancy Frey Chapters 4 & 5 SNOWBALL ACTIVITY Give everyone a piece of plain white paper. Write 2 significant details (one from each chapter) about RTI that you read about in either Chapter 4 or 5 Stand up Throw your snowball across the room Locate a snowball Read what is written on your snowball when called uponGive everyone a piece of plain white paper. Write 2 significant details (one from each chapter) about RTI that you read about in either Chapter 4 or 5 Stand up Throw your snowball across the room Locate a snowball Read what is written on your snowball when called upon

    9. 9 “RtI2” OVERVIEW Meeting the Needs of All Students Video – Colorado Department of Education (Elementary and Secondary) 12 minutesVideo – Colorado Department of Education (Elementary and Secondary) 12 minutes

    10. 10 “RtI2”- HIGH SCHOOL http://youtu.be/YtTKuBZ-nvY Video – Secondary – Tigard High School - OregonVideo – Secondary – Tigard High School - Oregon

    11. 11 RtI2

    12. 12 BENEFITS of RTI2 Enhances Student PERFORMANCE Ensures that students receive APPROPRIATE instruction. Greater ACCOUNTABILITY Strenghtens staff, parent, and student INVOLVEMENT. Reduces WAIT TIME before receiving additional instructional assistance. DECREASES the number of referrals for special education services. Increases number of students who SUCCEED within general education. Limits amount of UNNECESSARY testing. Assessments have instructional RELEVANCE.

    13. 13 INTERVENTION “CHANGE” in instructing a student in the area of learning or behavioral difficulty to try to improve performance and achieve adequate progress. “INSANITY is doing the same thing over and over and expecting DIFFERENT results”

    14. 14 “INTERVENTION OR NOT” ACTIVITY Stand up and find your shape mates Fold a half sheet of butcher paper in half the hot dog way. Label one side “Intervention” and the other side “Not Intervention” Cut, sort and glue the phrases under the correct heading. Contest - prizeContest - prize

    15. 15 WHAT ARE INTERVENTIONS? Targeting assistance based on progress monitoring Administered by classroom teacher, specialized teacher, or external interventionist Providing additional instruction (e.g. Individual, Small group, and/or technology assisted) Matching curriculum materials and instructional level Modifying modes of task presentation Revising instructional time Teaching additional learning strategies (Organizational, Meta-cognitive and Study Skills) Changing Curriculum Adding intensive one to one or small group instruction

    16. 16 NOT INTERVENTIONS Preferential seating Shortened assignments Parent contacts Classroom observations Suspension Doing MORE of the same / general classroom assignments Retention Peer-tutoring

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    18. 18 “DETERMINING NEED” Elementary School is the best opportunity to address the academic achievement of students. What begins with elementary students admitting, “I can’t” can quickly change to “I won’t” in middle school. First step is to figure out each school site’s configuration. What does your school look like? 1. Important to send them to middle school ready to negotiate grade level material. 1. Important to send them to middle school ready to negotiate grade level material.

    19. 19 WHAT DOES YOUR SCHOOL LOOK LIKE? 3 Examples of RtI pyramids. In each pyramid the lines are drawn to show variations of student skill. Figure #1 shows that most students are performing at Tier 1 with some at Tier 2 and fewer at Tier 3. Figure #2 shows that most students are performing in Tier 2 so most will need targeted intervention. Figure #3 shows that most students in the school are in need of intensive intervention. Have them draw the pyramid that represents their school site.3 Examples of RtI pyramids. In each pyramid the lines are drawn to show variations of student skill. Figure #1 shows that most students are performing at Tier 1 with some at Tier 2 and fewer at Tier 3. Figure #2 shows that most students are performing in Tier 2 so most will need targeted intervention. Figure #3 shows that most students in the school are in need of intensive intervention. Have them draw the pyramid that represents their school site.

    20. 20 WHAT DOES YOUR SCHOOL LOOK LIKE? To CHANGE the Pyramid Configuration it’s important to……… look at STUDENT ACHIEVEMENT to shape an effective prevention/intervention system. realize every school is UNIQUE. UNDERSTAND and EMBRACE it. create an EFFECTIVE RtI2 system. provide TIME and EFFORT. Bullet #2: Schools will fall at different ranges within an RtI2 configuration. Bullet #3: It plays an important part of implementation planning, student goals, choice of curriculum, scheduling, personnel and funding. Bullet #4: Need a system where students move from tier to tier based on their individual progress. Bullet #5: With enough Time and Effort your pyramid WILL get closer to the optimum configuration in which most students are achieving at grade level. Bullet #2: Schools will fall at different ranges within an RtI2 configuration. Bullet #3: It plays an important part of implementation planning, student goals, choice of curriculum, scheduling, personnel and funding. Bullet #4: Need a system where students move from tier to tier based on their individual progress. Bullet #5: With enough Time and Effort your pyramid WILL get closer to the optimum configuration in which most students are achieving at grade level.

    21. 21 Response to Intervention is defined as” the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005) Positive Behavior Support (PBS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2007) We began this training by looking at the Academic side of the RTI Pyramid but there is another side that addresses BEHAVIOR in the same tiered intervention model. We’re going to add that segment to our presentation because without a school-wide behavior and discipline program, instruction is going to sufferWe began this training by looking at the Academic side of the RTI Pyramid but there is another side that addresses BEHAVIOR in the same tiered intervention model. We’re going to add that segment to our presentation because without a school-wide behavior and discipline program, instruction is going to suffer

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    23. 23 BEHAVIOR School-wide EXPECTATIONS DATA determines focus Consistency of SCHOOL-WIDE plan Identification of individuals NOT meeting expectations INTERVENTIONS provided The basis for RTI and behavior is the development and implementation of universal school-wide expectations, rules, and procedures which serve as the standards for behavior (Tier 1). The degree to which behavior reflects the school-wide standards is measured through data collection and analysis. When 80-90% of students are responding positively to the school-wide plan, schools can begin to identify those students who may need more support. Once students have been identified through data analysis or screening, Tier 2 evidence-based interventions are provided. The basis for RTI and behavior is the development and implementation of universal school-wide expectations, rules, and procedures which serve as the standards for behavior (Tier 1). The degree to which behavior reflects the school-wide standards is measured through data collection and analysis. When 80-90% of students are responding positively to the school-wide plan, schools can begin to identify those students who may need more support. Once students have been identified through data analysis or screening, Tier 2 evidence-based interventions are provided.

    24. 24 ALL INTERVENTIONS SHOULD BE BASED ON POSITIVE BEHAVIOR SUPPORT POSITIVE BEHAVIOR SUPPORTS include…… clear definitions of expected, appropriate, POSITIVE behaviors for students and staff clear definitions of PROBLEM behaviors and their consequences for staff and students regularly scheduled instruction in desired positive social behaviors to enable students to acquire the skills for behavior CHANGE.

    25. 25 TIER ONE: UNIVERSAL (SCHOOL-WIDE) SUPPORT PREVENTION focused (screening processes) Common BEHAVIOR GOALS for all students Contains RULES, PROCEDURES, EXPECTATIONS High level of ACTIVE SUPERVISION

    26. 26 ADDRESSING BEHAVIOR SCHOOL-WIDE Behavior interventions are preventive and address ALL student needs Universal screening looks for behavior issues as opposed to the “WAIT FOR FAILURE” plan All staff is on the same page for schoolwide procedures, expectations, and processes

    27. 27 SCHOOL-WIDE BEHAVIOR GOALS Students can view common area RULES for cafeteria, halls, bus zones, playgrounds, locker rooms, libraries etc. Universal policies that address dress code, tardies, skipping, technology use etc. are CONSISTENTLY reinforced Expected behaviors are regularly TAUGHT to students Staff actively SUPERVISES students All students are SCREENED for behavior issues

    28. 28 ENFORCEMEMT “INCONSISTENCIES” Each teacher INTERPRETS rules and discipline management for themselves Staff SUPERVISION is unstructured and non-interactive Students are identified for CORRECTIVE action rather than POSITIVE behavior support Student Code of Conduct is NOT consistently enforced Administrative SUPPORT is “saved” for tough issues

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    31. 31 SUMMARY Behavior interventions are an important factor in the RTI process Behavior interventions must be addressed with the same FIDELITY as academic interventions The process for behavior intervention must be developed for the ENTIRE school In February, we will address RTI Behavior Process in Tiers 2 and 3 and how the Interventions become more intensive just as in the Academic setting.In February, we will address RTI Behavior Process in Tiers 2 and 3 and how the Interventions become more intensive just as in the Academic setting.

    32. 32 INTEGRATING THE TWO SIDES OF THE PYRAMID

    33. 33 INTERVENTION: TIER 1 Implemented for a MINIMUM of 4 WEEKS Evidenced based DIFFERENTIATED instruction. Guided by PROGRESS monitoring Student groupings ORGANIZED Higher performing, more students. Lower performing, fewer students. Same AMOUNT of time, different USE of that time. Breadth of SKILL FOCUS might vary. BULLET #3: BASED ON SKILL DATA BULLET #2: BASED ON GROUPING BULLET #3: BASED ON SKILL PERFORMANCE *******************************************SHOW WEBSITE: WWW.ADLIT.ORG (grades 4-12) BULLET #3: BASED ON SKILL DATA BULLET #2: BASED ON GROUPING BULLET #3: BASED ON SKILL PERFORMANCE *******************************************SHOW WEBSITE: WWW.ADLIT.ORG (grades 4-12)

    34. 34 TIER 1- PROGRAMS Successful programs implement a SCIENTIFICALLY-BASED reading program as a basal series. SUPPLEMENTS to the core curriculum Target specific skills (e.g., phonemic awareness) Use of external staff (e.g., para-professionals, volunteers) BULLET #1: Tier 1 is the general education curriculum. Curriculum and instruction and behavioral interventions should be selected on the basis of research-based effectiveness. In Tier I all students are screened and their academic progress towards benchmarks is monitored at least three times per year. At the elementary level, academic screenings should focus on basic reading, math, and written language skills. At the middle and high school levels, screenings may encompass a broader range of skills and behaviors. Approximately 80% of students should be successful at Tier I.  BULLET #1: Tier 1 is the general education curriculum. Curriculum and instruction and behavioral interventions should be selected on the basis of research-based effectiveness. In Tier I all students are screened and their academic progress towards benchmarks is monitored at least three times per year. At the elementary level, academic screenings should focus on basic reading, math, and written language skills. At the middle and high school levels, screenings may encompass a broader range of skills and behaviors. Approximately 80% of students should be successful at Tier I. 

    35. 35 INTERVENTION: TIER 1 (High School/Middle School) Instruction ALIGNED w/state standards. Content area teachers TRAINED in research based effective practices in Academic Texts and Vocabulary/Concepts. Universal screenings determined to be as important in high school as in elementary (DATA driven instruction). Progress monitoring assessments should be administered at least TWICE A MONTH. Bullet #1: Useful strategy- research indicates positive relationship between this alignment and student achievement. Bullet #2: Content area teachers can be taught to use strategies designed to make content area textbooks more accessible to all students. **Professional Development sessions that provide clear, easy to understand information about the extent of the reading difficulties students experience and the steps that ALL teachers can take to address students’ problems emphasize that a school faculty has responsibilities for meeting the needs of all students. **Ideally content area teachers should work with language arts teachers, literacy specialists and other content area teachers to provide coherent and consistent instruction that enables students to succeed in reading across the curriculum ***Some of these strategies included: scaffolding, differentiating instruction, ongoing formative assessment and embedded literacy strategies (eg. Use of graphic organizers, summarization strategy instruction in all content area classrooms). Bullet #3: Use data from state tests given at end of 8th grade to determine placement into appropriate level of intervention in 9th /Also examination of “multiple failures” . Identify students who have failed one or more English and/or Algebra classes. Correlation between passing English/Math and being successful at high school level. Not passing significantly correlated w/ dropping out.Bullet #1: Useful strategy- research indicates positive relationship between this alignment and student achievement. Bullet #2: Content area teachers can be taught to use strategies designed to make content area textbooks more accessible to all students. **Professional Development sessions that provide clear, easy to understand information about the extent of the reading difficulties students experience and the steps that ALL teachers can take to address students’ problems emphasize that a school faculty has responsibilities for meeting the needs of all students. **Ideally content area teachers should work with language arts teachers, literacy specialists and other content area teachers to provide coherent and consistent instruction that enables students to succeed in reading across the curriculum ***Some of these strategies included: scaffolding, differentiating instruction, ongoing formative assessment and embedded literacy strategies (eg. Use of graphic organizers, summarization strategy instruction in all content area classrooms). Bullet #3: Use data from state tests given at end of 8th grade to determine placement into appropriate level of intervention in 9th /Also examination of “multiple failures” . Identify students who have failed one or more English and/or Algebra classes. Correlation between passing English/Math and being successful at high school level. Not passing significantly correlated w/ dropping out.

    36. 36 TIER 1 INTERVENTION MENU “ACADEMICS” LITERACY SB Adopted Program: Treasures Universal Access Programs/Strategies Flexible small group lessons at instructional level Six Minute Solution Guided Reading ELD/ALD Decoding Multisyllabic Words Instruction Intensive Vocabulary Instruction Comprehension Strategy Instruction Study Skills (AVID) MATH SB Board Adopted Program: enVisions, McDougal Littell, Pearson Prentice Hall Universal Access: Math Minutes Yearly Progress Pro Vertical/developmental alignment of outcomes: Committee alignment of standards and curriculum Literacy: Bullet #1: Workstation Flip Charts/ Small Group Instruction Lessons in Treasures BULLETS:5-8 are extremely pertinent to grades 4-12. First need to determine exactly where skill gaps occur and what kinds of instruction is necessary.Literacy: Bullet #1: Workstation Flip Charts/ Small Group Instruction Lessons in Treasures BULLETS:5-8 are extremely pertinent to grades 4-12. First need to determine exactly where skill gaps occur and what kinds of instruction is necessary.

    37. 37 TIER 1 INTERVENTION MENU “BEHAVIOR” Responsive Classroom Bullying Prevention (building-wide antibullying plan) All-School Morning Meetings Take-a-break Social Conferencing Buddy Teacher Problem-Solving Class Meetings Role Play Corrective Teaching Pre-Referral manual Peer Mentor Teacher Support Plans Student Strengths Plan Structured Response Plan Access to fidgets or other sensory items Visual Schedule Conflict Resolution Parent information Secure 4:1 ratio of Positives to Corrections in classroom Classroom organization (environment) Included this because the Pyramid is 2 sided , one side academics and the other side behavior.Included this because the Pyramid is 2 sided , one side academics and the other side behavior.

    38. 38 INTERVENTION: TIER 2 First resource is TIME (AET) HOW much more time is needed? Second resource is CURRICULUM WHAT does the student need? Third resource is PERSONNEL WHO or WHERE will it be provided? AET = Academic Engaged TimeAET = Academic Engaged Time

    39. 39 TIER 2 Students experiencing academic and/or behavioral difficulties IDENTIFIED through progress monitoring data Instruction provided using established intervention PROTOCOLS FREQUENT progress monitoring TIER 1 strategies continue Implement for MINIMUM of 6 WEEKS Tier 2 is the level of more intensive and specific instruction for those students who do not meet benchmarks in Tier 1 (nonresponders). Typically, instruction and interventions are delivered in small groups, and data is collected more frequently.  Tier 2 is the level of more intensive and specific instruction for those students who do not meet benchmarks in Tier 1 (nonresponders). Typically, instruction and interventions are delivered in small groups, and data is collected more frequently. 

    40. 40 CHARACTERISTICS OF TIER 2 INTERVENTIONS Available in GENERAL EDUCATION settings. Opportunity to increase exposure (ACADEMIC ENGAGED TIME) to curriculum. SUFFICIENT time for interventions to have an effect (10-30 weeks). Often are “STANDARDIZED” supplemental curriculum protocols. Bullet # 2: Opportunity to narrow focus of the curriculum BULLET #4 : Is scientifically research-based. Has a high probability of producing change for large numbers of students. Is designed to be used in a standard manner across students. Is usually delivered in small groups. Is often scripted or very structured. Bullet # 2: Opportunity to narrow focus of the curriculum BULLET #4 : Is scientifically research-based. Has a high probability of producing change for large numbers of students. Is designed to be used in a standard manner across students. Is usually delivered in small groups. Is often scripted or very structured.

    41. 41 TIER 2 INSTRUCTIONAL FEATURES SMALL Groups (e.g., 1:3, 1:5) 10-12 wks, 3-4x per wk, 30-60 min per session Scripted, SPECIFIC interventions Point/Reward system for MOTIVATION IMMEDIATE corrective feedback More time spent on DIFFICULT activities More opportunities to RESPOND Setting GOALS and SELF monitoring Bullet #1: Webster we have a maximum of 5 students per 1 adult Bullet #2: Need a sufficient amount of time for intervention to take hold BULLET #3: Scripted Interventions work really well because once students are familiar with the format all they have to think about is the new learning. Easily delivered by paraprofessionals with some training. Bullet #4: We used a point system and students earn points for participation, behavior and engagement. Parent club donates money to buy prizes for students to spend their points. Bullet #5: Student engagement strategies used at all times (pair share, choral reading, partner reading, whiteboards etc) Bullet #6: Have students help set goals – increases student “buy in” especially w/older students Bullet #1: Webster we have a maximum of 5 students per 1 adult Bullet #2: Need a sufficient amount of time for intervention to take hold BULLET #3: Scripted Interventions work really well because once students are familiar with the format all they have to think about is the new learning. Easily delivered by paraprofessionals with some training. Bullet #4: We used a point system and students earn points for participation, behavior and engagement. Parent club donates money to buy prizes for students to spend their points. Bullet #5: Student engagement strategies used at all times (pair share, choral reading, partner reading, whiteboards etc) Bullet #6: Have students help set goals – increases student “buy in” especially w/older students

    42. 42 TIER 2 SCHEDULING IDEAS STAGGERING times during which similar curriculum is delivered Reading Instruction delivered at different times by different teachers High School where student takes algebra two consecutive periods, but gets credit for one period.

    43. 43 TIER 2: TIME “Time” does NOT require additional personnel Staggering instruction Differentiating instruction Cross grade instruction Skill-based instruction Standard PROTOCOL Grouping Reduced range of “STANDARD” curriculum Additional Time: Before School/After School/Lunch Time/Saturday School/Intersession/Summer School

    44. 44 TIER 2: TIME (High School/Middle School) Create time to ANALYZE and DISCUSS student data, plan for instruction and intervention. Create FLEXIBLE schedules to allow for student movement across tiers. Time built into the MASTER SCHEDULE such as co-lab classes, seminars, peer tutoring, tutoring, etc. Bullet #1: This is challenge at all levels elementary and secondary Bullet #2: Have to be creative when developing Master Schedules Bullet #1: This is challenge at all levels elementary and secondary Bullet #2: Have to be creative when developing Master Schedules

    45. 45 TIER 2: PERSONNEL EVERYONE in the building is a potential resource Re-conceptualize WHO does what Personnel deployed AFTER “needs” are identified Identify TEACHERS who work well with struggling students – provide incentives WHERE matters less and less Student PERFORMANCE matters more than labels, locations and staff needs. A school cannot deliver intensive services to more than 7% of the population Effective COLLABORATION strategies taught to all teachers Quick Screener when new students enter the school can be done by : secretary, retired janitor (stories), paras, vp, principal, special education etc,. – BE CREATIVE SDQ DIBELS COUPLE ROWS QPS NONSENSE WORDS Bullet #4: A key quality for an intervention teacher is endurance. Have to break through emotional barriers that students have developed as a result of their academic struggles. Need to be well organized, have good classroom management skills, be open to new content and instructional methodology and be well versed in the direct instruction model. Some incentives for these teachers might be smaller class size, planning time, aides, classroom library, stipends or making intervention a specialty HIGH SCHOOL OPTIONS: 1. Interventionists or Speciailsts provide instruction outside of regular CORE CLASSROOM INSTRUCTION 2. Content Area Teachers primarily implement tiered interventions 3. General Ed Teachers deliver intervention during “seminar period” Lunch Time tutorials provided by different area content area teachers 1 to 2 times per week with a specific focus (rapid review of content) After School TutorialsQuick Screener when new students enter the school can be done by : secretary, retired janitor (stories), paras, vp, principal, special education etc,. – BE CREATIVE SDQ DIBELS COUPLE ROWS QPS NONSENSE WORDS Bullet #4: A key quality for an intervention teacher is endurance. Have to break through emotional barriers that students have developed as a result of their academic struggles. Need to be well organized, have good classroom management skills, be open to new content and instructional methodology and be well versed in the direct instruction model. Some incentives for these teachers might be smaller class size, planning time, aides, classroom library, stipends or making intervention a specialty HIGH SCHOOL OPTIONS: 1. Interventionists or Speciailsts provide instruction outside of regular CORE CLASSROOM INSTRUCTION 2. Content Area Teachers primarily implement tiered interventions 3. General Ed Teachers deliver intervention during “seminar period” Lunch Time tutorials provided by different area content area teachers 1 to 2 times per week with a specific focus (rapid review of content) After School Tutorials

    46. 46 TIER 2: CURRICULUM Standard PROTOCOL approach vs. PROBLEM SOLVING approach Focus on ESSENTIAL skills More EXPOSURE and more FOCUS on core instruction LINKED directly to core instructional materials and benchmarks Criterion for EFFECTIVENESS = 70% of students receiving Tier 2 will reach benchmarks BULLET #1 – STANDARD PROTOCOL APPROACH USED WITH FIDELITY Tier 2 in high school will most likely concentrate on vocabulary, comprehension and study skills. BULLET #1 – STANDARD PROTOCOL APPROACH USED WITH FIDELITY Tier 2 in high school will most likely concentrate on vocabulary, comprehension and study skills.

    47. 47 INTERVENTION: TIER 2 High School/Middle School Teach WORD LEVEL Skills Supplemental Instruction in COMPREHENSION and VOCABULARY FACILITATE the use of taught Comprehension and Vocabulary strategies during TIER 1 Instruction Self MANAGEMENT Techniques Study GUIDES GRAPHIC Organizers Classwide Peer TUTORING

    48. 48 TIER 2: INTERVENTION MENU “ACADEMICS” SB Adopted Core: Treasures SB Approved Interventions: Inside/EDGE/READ 180 etc. Other Interventions Read Naturally Six Minute Solution REWARDS/Phonics for Reading Error correction procedures Word Study Additional time with Reading Specialists engaging in specific data-driven intervention SB Adopted Core: enVisions, McDougal Littell, Pearson Prentice Hall Other Interventions: Math Minutes Yearly Progress Pro (assessment and instruction – in progress) Intervention Central Everyday Math – games and core concepts Math notebooks Additional time with Math Specialists engaging in specific data-driven intervention

    49. 49 TIER 2: INTERVENTION MENU “BEHAVIOR” Social Skills Group (targeted) Targeted Classroom Intervention School-based group counseling Mentor program Need-a-break cards Instruction in self-monitoring strategies Work systems First/Then cards Sensory breaks – preventive Run-through of visual schedule Parent conference/targeted support Peer mediation Access to calming space as needed Modify academic expectation What Am I Working For? Cards

    50. 50 TIER 3 Need a SPECIALIZED teacher NOT necessarily special education INSTRUCTION delivered in small groups or one on one Use of published, comprehensive intervention programs with SEQUENTIAL skill development Progress Monitoring usually occurs on a WEEKLY OR BI-WEEKLY schedule to determine content mastery and possible movement from Tier 3 to Tier 2 Intervention Bullet #1: By specialized it might be a reading specialist or a teacher that is “highly trained” in reading instruction. Bullet # 2: Might just be more intensive intervention to try to improve the progress and avoid the necessity of placement in special education. Bullet # 3: Tier 3 students are more likely to be behind in many skill areas, not just with a few gaps. Bullet # 4: Tier 3 students generally need more time in intervention groups to make progressBullet #1: By specialized it might be a reading specialist or a teacher that is “highly trained” in reading instruction. Bullet # 2: Might just be more intensive intervention to try to improve the progress and avoid the necessity of placement in special education. Bullet # 3: Tier 3 students are more likely to be behind in many skill areas, not just with a few gaps. Bullet # 4: Tier 3 students generally need more time in intervention groups to make progress

    51. 51 TIER 3 INDIVIDUALIZED assessment and interventions Usually address “BASIC SKILLS” Tier 1 STRATEGIES continue TIME/INTENSITY of supplemental instruction at Tier 2 increases

    52. 52 TIER 3 INSTRUCTIONAL FEATURES Increased INTENSITY of interventions (e.g., frequency of delivery, amount of time, duration, best validated) Individually TAILORED interventions Instructional GROUPING of < 1:3 FREQUENT progress monitoring measures Delivered by general education with CONSULTATION and COLLABORATION by special education Tier 3 is the most intensive level. Interventions are delivered individually and student progress is monitored frequently. Tier 3 interventions may take place in regular or special education. At this level, a problem-solving team is typically monitoring the effectiveness of the individualized interventions and adapting them as needed. If needed, an evaluation for special education usually takes place while the student is at Tier 3.  Tier 3 is the most intensive level. Interventions are delivered individually and student progress is monitored frequently. Tier 3 interventions may take place in regular or special education. At this level, a problem-solving team is typically monitoring the effectiveness of the individualized interventions and adapting them as needed. If needed, an evaluation for special education usually takes place while the student is at Tier 3. 

    53. 53 TIER 3: INTERVENTION MENU “ACADEMICS “ Literacy SB Adopted Core: Treasures SB Approved Intervention Programs: Edge/Inside, READ 180 etc. Other Intervention Programs: Reading Mastery Orton-Gillingham Word Study Repeated reading Read Naturally Incremental Rehearsal Early Success/Soar to Success Individually-designed instruction based on multiple curricula Rewards/Phonics for Reading Math SB Adopted Core: enVisions, McDougal Littell, Pearson Prentice Hall Other Interventions: Math Minutes Yearly Progress Pro (assessment and instruction – in progress) Intervention Central Everyday Math – games and core concepts Math notebooks Additional time with Math Specialists engaging in specific data-driven intervention

    54. 54 TIER 3: INTERVENTION MENU “BEHAVIOR” One-on-one or direct skills instruction w/task analysis Full Behavior Intervention Plan Pull-out behavioral instruction Pull-out instruction in schedule strategies, social stories, etc. Crisis intervention plan School-based individual counseling Instruction in self-monitoring strategies Instruction in conflict resolution Access to calming space as needed Special education resource room Frequent sensory experiences planned throughout day (fidgets) Intensive teaching of how to run a schedule and implement changes Parent training Out of building placement

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    56. 56 REFER TO HANDOUT IN THEIR MATERIALSREFER TO HANDOUT IN THEIR MATERIALS

    57. 57 INTERVENTION DEVELOPMENT CRITERIA for “Appropriate” and “Effective” Interventions: EVIDENCE BASED Type of Problem Population Setting Levels of Support Focused on MOST important needs GROUP interventions have priority Interventions MUST be linked to TIER 1 focus, materials, performance criteria

    58. 58 Areas of “Same” and “Different” At the Secondary Level SAME Problem-Solving Process School-Based Leadership Teams Data Days to Evaluate “Health and Wellness” Data Matrix Multi-Tiered System Fidelity DIFFERENT Consensus Monitor Skills AND Content Types of data Schedule Development Integration of the Tiers Student Involvement Fidelity

    59. 59 WHICH TIER? (Activity) Interventions are selected based on: Progress monitoring DATA Information obtained using PROBLEM SOLVING Provide 2 scenarios. Participants will identify the tier for each scenario using whiteboards Provide 2 scenarios. Participants will identify the tier for each scenario using whiteboards

    60. 60 SCENARIO 1 80% of students in a 3rd grade ARE achieving AYP Referred student has been in the school for 3 years and is 2 years BELOW benchmark expectation Referred student has been ABSENT an average of 43 days in the past 2 years. Question: Has this student been EXPOSED to “effective instruction?” Question: What TIER is this student in? Not effective instruction Tier 1 What would your next steps be regarding this student. Discuss with your partner and write your answer on your whiteboards.Not effective instruction Tier 1 What would your next steps be regarding this student. Discuss with your partner and write your answer on your whiteboards.

    61. 61 SCENARIO 2 90% of 3rd grade students ARE achieving AYP. Referred student has been in this school since Kgn, has attended 2 schools, excellent attendance, no significant health history and has RECEIVED a variety of interventions in reading twice a week in small group. Referred student PERFORMANCE is 50% of peers in reading and at grade level in math. Question: Has this student been EXPOSED to an “effective learning environment?” Question: What TIER is this student in? Yes Tier 1 or Tier 2 – need more information as to where the interventions are occurring\ Next steps????Yes Tier 1 or Tier 2 – need more information as to where the interventions are occurring\ Next steps????

    62. 62 PYRAMID ACTIVITY Letter off by A, B, C A=Tier 1, B=Tier 2, C=Tier 3 Get your piece of the pyramid Brainstorm Time, Personnel and Curriculum possibilities for your Tier. Think outside the box! Present your Tier to the Group

    63. 63 INTERVENTION SUPPORT Intervention plans developed based on STUDENT NEEDS and STAFF SKILLS Intervention plans need to have intervention SUPPORT Principals should ENSURE that intervention plans have intervention support Teachers should NOT be expected to implement plans for which there is NO support BULLET#1: SHOULD BE DEVELOPED BASED ON STUDENT NEED AND STAFF SKILLSBULLET#1: SHOULD BE DEVELOPED BASED ON STUDENT NEED AND STAFF SKILLS

    64. 64 INTERVENTION SUPPORT PRE-MEETING Review data Review steps to intervention Determine logistics FIRST 2 WEEKS Review data Review steps to intervention Revise, if necessary

    65. 65 INTERVENTION SUPPORT FOLLOWING WEEKS Meet at least weekly Review data Review steps Discuss Revisions APPROACHING BENCHMARK Review data Schedule for intervention fading Review data

    66. 66 EVALUATING RESPONSE TO INTERVENTION IF the gap between current rate or gap between slopes of current and benchmark are closing, it is a POSITIVE RTI IF the gap parallel is closing but not meeting, it is a QUESTIONABLE RTI IF the rate/slope remains unchanged OR if there is improvement but shows no evidence of closing the gap, then this is a POOR RTI.

    67. 67 From Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida Dr. Batsche’s Training Notes: Steven’s performance on ORF is shown here. While he is making some progress, the rate of improvement over the 8 weeks is about 3 times slower than the target which is shown on the aimline. One can see that if the same trend was maintained he is unlikely to meet the winter benchmark. GaDOE Notes: The data team identified other factors that could possibly be impacting student performance (attendance, personal tragedy, illness for both student and teacher should be considered). Consideration of an additional intervention is always appropriate before moving to the next Tier.From Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida Dr. Batsche’s Training Notes: Steven’s performance on ORF is shown here. While he is making some progress, the rate of improvement over the 8 weeks is about 3 times slower than the target which is shown on the aimline. One can see that if the same trend was maintained he is unlikely to meet the winter benchmark. GaDOE Notes: The data team identified other factors that could possibly be impacting student performance (attendance, personal tragedy, illness for both student and teacher should be considered). Consideration of an additional intervention is always appropriate before moving to the next Tier.

    68. 68 Training Notes From Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida This slide depicts the outcomes of the intensive strategic intervention effort. As seen in the trendline, Steven shows substantial improvement here and reaches a level of gain that is likely to lead to a successful winter benchmark. Again, the question of whether he would continue until the winter benchmark will be raised. Given that this would now be 16 weeks after starting tier 2 intervention, it is likely that the winter benchmark is about to occur so the team would likely leave him in the strategy until the benchmark was taken. Assuming he meets the benchmark, the team may ease him back to tier 2 strategies again to see if a less intense effort will sustain his progress. Another intervention could have been implemented in Tier 2 based on this student performance.Training Notes From Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida This slide depicts the outcomes of the intensive strategic intervention effort. As seen in the trendline, Steven shows substantial improvement here and reaches a level of gain that is likely to lead to a successful winter benchmark. Again, the question of whether he would continue until the winter benchmark will be raised. Given that this would now be 16 weeks after starting tier 2 intervention, it is likely that the winter benchmark is about to occur so the team would likely leave him in the strategy until the benchmark was taken. Assuming he meets the benchmark, the team may ease him back to tier 2 strategies again to see if a less intense effort will sustain his progress. Another intervention could have been implemented in Tier 2 based on this student performance.

    69. 69 “SIZING UP YOUR SITE” (Informal Audit) Handout Rate the CURRENT STATE of affairs at each tier. Think about how it could be IMPROVED. 1. This would be a good tool to take back to your school site and do with your Site Decision Making Team.1. This would be a good tool to take back to your school site and do with your Site Decision Making Team.

    70. 70

    71. 71 SCHEDULING INTERVENTIONS

    72. 72 SCHEDULING CONSIDERATIONS Scheduling MEETING/PLANNING time Scheduling CORE INSTRUCTION Scheduling INTERVENTION GROUPS Scheduling PROGRESS MONITORING Putting it ALL together

    73. 73 SCHEDULING Establish a schedule that allows you to take full advantage of school “PERSONNEL” resources. Select TEACHERS to deliver interventions at each grade level/department Provide TIME for frequent, high quality collaboration among all members of the teaching community. Schedule specific blocks of “PROTECTED” time each day devoted to tiered instruction. Schools use various terms for the tiered instructional block such as "tier time,” “Thrilling Thursday”, "power hour," or "skill groups. This is key in implementing RTI.Schools use various terms for the tiered instructional block such as "tier time,” “Thrilling Thursday”, "power hour," or "skill groups. This is key in implementing RTI.

    74. 74 SCHEDULING Assign SPECIFIC teachers to each block. GENERAL EDUCATION teachers assigned mostly to TIER 1. READING SPECIALISTS or GENERAL EDUCATION teachers trained on the delivery of specific instructional programs typically assigned to TIER 2 and TIER 3. SPECIAL EDUCATION teachers assigned to TIER 3

    75. 75 “This notion of grouping students homogeneously by assessed instructional need is essential to any serious secondary school-wide reading plan.” (Foorman & Torgesen, 2001)

    76. 76 INTERVENTION “The Big Picture” Schedules should be set BEFORE the start of the school year Create a CALENDAR Benchmark testing Team meetings Progress Monitoring Professional Development Other Testing

    77. 77 INTERVENTION SCHEDULES How much TIME for intervention? 30-60 minutes How many DAYS per week? Which INTERVENTIONS? Available? Most effective? Evidence-based!! Who will TEACH interventions? Who is qualified? How can we MAXIMIZE our resources?

    78. 78 INTERVENTION SCHEDULING INTERVENTION TIME STRUCTURE Within classroom Within grade Across grades Consider what will provide GREATEST number of students intervention using LEAST number of resources.

    79. 79

    80. 80

    81. 81

    82. 82 INTERVENTION SCHEDULES

    83. 83 INTERVENTION SCHEDULES An example of Progress Monitoring schedule INTERVENTIONS conducted 4 days/week PM on fifth day Each teacher assigned a SUPPORT person Work together to complete PM in time allotted. All teachers who conduct PM need to be TRAINED ANYONE ADMINISTERING ASSESSMENTS NEEDS TO BE TRAINED IN THE PARTICULAR ASSESSMENT PROTOCOL TO ENSURE FIDELITY OF ASSESSMENT ADMINISTRATIONANYONE ADMINISTERING ASSESSMENTS NEEDS TO BE TRAINED IN THE PARTICULAR ASSESSMENT PROTOCOL TO ENSURE FIDELITY OF ASSESSMENT ADMINISTRATION

    84. 84 SCHEDULING “JIG SAW ACTIVITY” Read over the SCHEDULING option you have been assigned. Create a VISUAL showing how this schedule would look at a school site. Add any ideas that you might come up with to ENHANCE this schedule. Partner by ………………… Type each scheduling option and glue on 3 by 5 card. Each pair will receive one scheduling card and create a visual. (Kevin Feldman’s Secondary Intervention Newsletter- Middle/HS Copies of High School Schedules from Internet 2. Logistics of Literacy (Elementary p. 37-38) and Implementing Response to Intervention pp. 61-64 *******Go to www.schoolschedulingassociates.com Partner by ………………… Type each scheduling option and glue on 3 by 5 card. Each pair will receive one scheduling card and create a visual. (Kevin Feldman’s Secondary Intervention Newsletter- Middle/HS Copies of High School Schedules from Internet 2. Logistics of Literacy (Elementary p. 37-38) and Implementing Response to Intervention pp. 61-64 *******Go to www.schoolschedulingassociates.com

    85. 85 Block Schedule w/ Reading Flooding (Intervention) Example

    86. 86 WHAT KINDS OF STUDENTS WILL NEED “RTI” AT THE SECONDARY LEVEL? Number of students who are IDENTIFIED in middle and high school Students who do ‘okay’ early on but have problems when EXPECTATIONS change Students who did NOT get good early intervention Problems with VOCABULARY ‘accumulate’ Wide range of problems: some still struggle with EARLY skills, others have COMPRHENSION difficulties BULLET 5: When looking at Universal Screening Data do a Rule In/ Rule Out Word Study by examining student errors. This will determine which students need instruction on early skills (phinicsOBULLET 5: When looking at Universal Screening Data do a Rule In/ Rule Out Word Study by examining student errors. This will determine which students need instruction on early skills (phinicsO

    87. 87 A CHILD’S PERSPECTIVE SCHOOL: A little girl had just finished her first week of school. "I'm just wasting my time," she said to her mother. "I can't read, I can't write and they won't let me talk!" OPINIONS: On the first day of school, a first-grader handed his teacher a note from his mother. The note read, "The opinions expressed by this child are not necessarily those of his parents."

    88. 88 REFERENCES Allain, Joanne Klepsis (2009) The Logistics of Literacy Intervention, Sopris West Educational Services Fisher, Douglas and Frey, Nancy (2010) Enhancing RTI, ASCD Hasbrouck, Jan (2006) Educators as Physicians, ERIA Conference materials Education Week Teacher pd Sourcebook (Spring/Summer 2010) “Response to Intervention” Hall, Susan (2008), Implementing Response to Intervention, Corwin Press Moats, Louisa, (2001), “When Older Students Can’t Read”, Educational Leader Feldman, Kevin, (2004), “Narrowing the Literacy Gap in Middle School and High School”, The Special Edge Insert Crawford, E. & Torgesen, J, (2004-2005), Teaching All Students to Read, Florida Center for Reading Research Blankstein, G., RtI Blueprints for State, District and School Implementation (Modified) York-Barr, J. & Duke, K., (2004), “What Do We Know About Teacher Leadership?” Review of Educational Research, 74 (3), 255-316 Marzano, Robert J. & Pickering, Debra J. & Pollock, Jane E. (2001). Classroom Instruction That Works Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Silver, Harvey & Strong, Richard W. & Perini, Matthew J. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development National Association of State Directors of Special Education. (2008). Response to Intervention: Blueprints for implementation—District level. Alexandria, VA: Author.

    89. 89 REFERENCES

    90. 90 RESOURCES www.centeroninstruction.org Interventions for Adolescent Struggling Readers www.kevinfeldman@scoe.org (RTI) “Feldman’s Biased Biography: Older Struggling Readers” www.RTInetwork.org www.studentprogress.org www.k12.wa.us (successful implementation of RTI) www.calstat.org (podcasts, downloadable transcripts for RtI leadership teams) www.fcrr.org Florida Center for Reading Research www.reading.org IRA articles, books, reports www.nasponline.org RTI factsheets

    91. 91 RESOURCES www.rti4success.org www.nrcld.org www.cde.ca.gov California Department of Education- RTI2 www.betterhighschools.org www.readingfirstsupport.us www.rti.ucr.edu University of CA. Riverside www.schoolschedulingassociates.com www.eyeoneeducation.com www.adlit.org

    92. 92 ASSESSMENTS Leveling San Diego Quick Fluency-Based DIBELS Dynamic Indicators for Basic Early Literacy Skills (K-8) www.dibels.org Reading Fluency Benchmark Assessor READ NATURALLYK-8) www.readnaturally.com AIMSWeb www.aimsweb.com (K-8) TOWRE Test of Word Reading Efficiency (gr. 1-adult) Isolated words only-not text Phonics-Based SIPPS Systematic Instruction in Phonemic Awareness and Phonics Skills Quick Phonics Screener BPST READ NATURALLY www.readnaturally.com Comprehension Scholastic Reading Inventory (SRI) MAZE

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