Pyramid Response to Intervention (PRTI)

1. Pyramid Response to Intervention (PRTI) Scientific Research-Based Intervention (SRBI)

2. Norms • Be Flexible Disagree with ideas not people • “What if” rather than “yes but” positive solutions • Electronic devices? • Consensus = Fidelity? • Side Bars • Bird Walking – use parking lot for off topic ideas • TRUST confidentiality Respect • Group Agenda overrides personal agenda • Active listening • Mission First!

3. Group Dynamics • Forming • Storming • Norming • Performing • Change v. Growth

4. Why we have norms • Our task is Huge • Our resources are limited • The stakes are high • Two versions • My Way! • PLC Way!

5. Agenda • Set Foundation for committee • Why • What • How • Overview of RTI • RTI Process • PLC configurations • Duality of Instruction and Intervention

6. Whole Picture • Acronyms! • Not another initiative! • We haven't finished the other one yet • We need… (time, training, $$$, people) • Everyone is doing this and at the same place we are.

7. Cycle of Inquiry On Teaching and Learning Designing, Implementing, Assessing, Adjusting the student performance cycle. Professional Learning Communities 1. Power Standards MSW 7. Discuss and adjust instructional strategies ROI 2.Develop and Administer Common Formative Pre-Assessments CFA ADI UBD 6. Data Team Process DDDM 3. Data Team Process DDDM 5.During instruction Collect data RTI 4. Design & Implement DEI R&R

8. Why I Became a teacher.

9. Essential Questions What is our mission? Why create a PRTI?

10. Our Mission • To assure high levels of learning for all students!

11. The task of RTI is HUGE! • Your task is huge • Daunting in the age of do more with less. • So – do we need more things or can we work smarter with what we got?

12. The task is HUGE but doable! • Failure is not an option • List how is this similar to our mission • Didn’t wait for buy • Timeof day • Working conditions • No time • No training • Need is the same!

13. For all students to learn, we must • Start with a highly effective research-based core instruction. • Systematically identify students who are not succeeding in our core program. • Provide these students additional time and support until they learned.

14. Over the past decade, two proven processes have been developed to achieve this goal: • Pyramid of Interventions • 2. Response to Intervention

15. Pyramid Response to Intervention Pyramid of Interventions Response to Intervention Pyramid Response to Intervention

16. Why Adopt an RTI Model? RTI: An answer to that question! Intended to provide an educational experience to all students that is focused upon delivering a powerful core instructional program and interventions andfrequently monitoring the progress of students receiving interventions and then adjusting and changing the interventions as appropriate

17. Keys to Implementing RTI Key components Problem solving and collective responsibility Quality core instruction Universal screening and diagnostic assessment Interventions Progress monitoring Intervention efficacy and fidelity PLCs

18. PLC as Foundation • Focus on Learning • Collaborative Culture • Focus on Results • 3 questions that guide a PLC • What do we want people to know and do? • How will we know they mastered it? • What will we do for those who don’t and/or wont? • PLC Task Sheet

19. To guide our intervention program, common assessment information must tell us • Which students did or did not master specific essential standards • Which instructional practices did or did not work

20. Big Idea 3: Focus on Results To guide your site interventions, you need timely and frequent information on your students’ achievement in meeting an agreed-upon standard(s) on a valid assessment in comparison to others —DuFour, DuFour & Eaker

21. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

22. Do we have a sense of urgency when implementing interventions? Is mastery the goal or the variable? Urgent

23. Learning Equation • Current Version • Targeted Instruction +Time + Quality = Mastery • Fixed Fixed Variable Variable • Where else would this be acceptable? • New Version • Diff Instruction + Time + Quality = Mastery • Fixed Variable Fixed Fixed

24. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

25. What is Research based Instruction? Handouts – Marzano 9

26. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

27. Are targeted students required to attend or participate? Directive

28. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

29. Timely Extended time to learn essential standards Timely school response when students don’t learn

30. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

31. Identify students for interventions based upon the cause of their struggles, not by the symptoms. Targeted

32. Targeted Students who don’t do their work Students who lack the skills to do their work

33. Targeted Intentional non-learner Wont’s Failed Learner Cant’s

34. Interventions for Intentional Non-Learners • Make them do the work! • Care more about them doing the work • than they care not to do it. • Need a “tight,” timely process of accountability, more than highly trained teachers.

35. Interventions for Failed Learners • Provide additional time and practice. • Fill learning gaps (prerequisite skills). • Provide “different” instruction.

36. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

37. Who will teach or otherwise implement this intervention? Do our instructors have the training and resources necessary for success? Administered by Trained Professionals

38. Characteristics of an Effective Intervention Program • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

39. Systematic Response Schools systematically identify, monitor, and revise individual student intervention needs every 3–4 weeks. Interventions are part of a system that ensures, no matter to which teacher a student is assigned, the same thing happens when they don’t learn.

40. Consideration of Special Education Placement Unresponsive Tier 3: Intensive Interventions Responsive Tier 2: Supplemental Interventions Unresponsive Responsive At Risk Tier 1: Core Program

41. Three-Tier Model of School Supports 5% of your students should be here. 15% of your students should be here. 80% of your students should be here. 41

42. Three-Tiered Model of School Supports Behavioral Systems Academic Systems • Tier 3: Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures • Tier 3: Intensive, Individual Interventions • Individual students • Assessment-based • High intensity • Of longer duration 1-5% 1-5% 5-10% • Tier 2: Targeted Group Interventions • Some students • (at-risk) • High efficiency • Rapid response 5-10% • Tier 2: Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Students • Tier 1: Universal Interventions • All settings, all students • Preventive, proactive 80-90% • Tier 1: Universal Interventions • All students • Preventive, proactive 80-90%

43. Universal Screening Short, quick, easy-to-administer probes Aligned to curriculum Measure basic academic skills Documents whether a child is on track 3 times/year (fall, winter, spring) Individual student data can be utilized to validate the effectiveness of interventions. Is the gap closing?

44. Universal Screening At secondary level, screening tools should: Identify students who require further assistance. Be practical. Generate positive outcomes by accurately identifying students without consuming resources that could be put to better use. (Jenkins, 2003)

45. Interventions Tier 1 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 1. Unresponsive students move to Tier 2.

46. Interventions Interventions become more intensive by: Increasing the frequency (5 times/week rather than 3 times/week) Increasing the duration (50 minutes rather than 30 minutes) Decreasing the pupil–teacher ratio

47. Tier 1 Intervention Menu – Academics • Literacy • Core = Houghton-Mifflin • Supplements = • Flexible grouping at instructional level • Tucker Signing • Guided Reading • Add’l supplements per data • Math • Core = Everyday Math • Supplements = • Math Minutes • Yearly Progress Pro • Vertical/developmental alignment of outcomes: Committee alignment of standards and curriculum (e.g., aligning MCA II expectations with class)

48. 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)

49. Interventions Tier 2 Creative, flexible scheduling creates sufficient time for small-group instruction. Personnel are used creatively. Thirty minutes of additional time and support, 3–4 times per week. Progress is monitored more frequently than in Tier 1. Responsive students return to Tier 1. Unresponsive students move to Tier 3.

50. Tier 2 Intervention Menu – Academics • Core = Houghton-Mifflin • Supplements: • Sonday System • Read 180 • Repeated reading • Six Minute Solution • Incremental Rehearsal • Error correction procedures • Word Study • Additional time with Reading Specialists engaging in specific data-driven intervention • Core = Everyday Math • Supplements: • 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