RtII : Using Data and Technology to Differentiate Instruction &Interventions

1. RtII: Using Data and Technology to Differentiate Instruction &Interventions Ms. Erin Prosser, Poff Elementary Media & Technology Specialist Kim Turiak, Poff Elementary RtII Specialist

2. Session Goals • Understand the Response to Instruction and Intervention (RtII) model • Conceptualize a 3 Tier Model of Service Delivery • Data Teams Role and Responsibilities • Using Data to Create Goals and Action Plans • Web Based Programs and Tools that assist in accomplishing goals

3. What is Response to Instruction & Intervention (RtII)? • A comprehensive, standards-aligned strategy that enables early identification and intervention for students needing additional opportunities to learn high level content while providing benchmark students the opportunity to enrich and “grow” their skills and talents. • An alternate to the discrepancy model for the identification of students with learning disabilities.

4. RtII Management: Teams… • Group all students via level of intervention based on student performance data. • Monitor students’ progress toward established goals and benchmarks. • Adjust interventions based on student performance data. • Review School-wide performance data • Prescribe instructional or behavioral interventions for students based on intensity of identified needs. • Set short and long term goals for the school and students to progress toward benchmark or standards.

5. RtII Advantages • Focus shifts from who is eligible to concerns about providing effective instruction • Identification is not dependent on teacher referral • Allows students to receive intervention immediately upon identified need • Student’s referral includes data indicating how the student has responded to interventions • Promotes unity of special ed. and general ed. – a seamless system

6. RtIIAdvantages (continued) • Special education may not be the only alternative intervention available • Sets standard for assessment that is meaningfully related to student outcomes • Question for special education evaluation shifts from Yes/No decisions (Is the student eligible?) to what type of intervention results in change? • Links IDEA and NCLB around improved achievement and accountability for ALL students

7. Response to Intervention Framework

8. Developing Tier Groups Universal Screening Results Tier I On Level Aimsweb: 26%ile or above PSSA: Proficient or Advanced • Tier II • Strategic • 10%ile to 25th %ile on AIMSweb Modify group using: • SAT stanine • PSSA Tier III Intensive Aimsweb: 10%ile or below PSSA: Basic/Below Basic SAT: 4thstanine or below

9. Data Team Meetings Current Benchmark Screening Results Study Island or AIMSweb • Review Test Results: • Achievement Tests • State Tests • Common Assessments Grade Level Instructional Goals

10. Grade-Level Goals: Reading Goals: • Improve understanding of fictional and nonfictional texts. • (PSSA) Increase open-ended responses by 10% age points • R.B.2 Increase understanding of devices in fictional/nonfictional texts Instructional Strategies: • Use Essential Skills, RAZ-Kids or Education City to increase fluency and comprehension and improve vocabulary. • Use Glogster or Digital Storytelling to continue to provide open-ended opportunities to strengthen ability to write short answer question. Model transfer to math problems. • R.B.2 Utilize Study Island to create lessons on “Understand literary devices in fictional and nonfictional texts”. Create post tests to determine proficiency and re-teaching where necessary.

11. Grade-Level Goals: Math Goals: 1. Increase open-ended responses by 10% age points. • M.B.1 and .2 Increase # of correct responses to measurement questions by 10% 3. M.D.1 and .2 Provide increased instruction using algebraic concepts of patterns, functions, symbols, tables and graphs Instructional Strategies: • Use Digital Storytelling, Inspiration, Education City, or Essential Skills to provide students with more examples of open ended questions in instruction and on assessments; teach use of graphic organizes to facilitate complete answers. • M.B.1and .2 Use iPad apps to provide opportunities for students to become increasingly familiar with and utilize metric measurement. Use Study Island to identify strategic lesson plans related to measurement. Create post test to determine proficiency. • M.D.1 and .2 Use Study Island to identify strategic lesson plans that address these concepts. Enter: Grade 5 and “Table and Graphs” , “Functions and symbols”, and “Algebraic Patterns”

12. Benefits of Tier 1 • On – Level Instruction adapted for Above Level • Monthly Progress Monitoring of noted students • On-Level or Above Level Assessments • Flexible Grouping according to pre-test • * Above Level: Enrichment

13. Tier II – Strategic (Reading/Math Specialist) • Skill Based • Reinforces curriculum • Close tie-in with classroom teacher • Research-Based Interventions • Usually Pull-Out but can be Push-In • May have adapted classroom instruction/assessments

14. Tier 2: Interventions for Some Students • In addition to core instruction • May include enhanced core instruction or supplemental programs • Use of standard protocol interventions • Scientifically research-based interventions • Academic • Behavioral • Specialists may provide strategic instruction in general education classroom or in homogeneous skill groups • Successful Interventions

15. Tier 2: Interventions for Some Students (continued) • Increased opportunity to learn • Increased Instructional time • Small group instruction • Increased Assessment • Data collection and analysis twice per month • Data-based decision making

16. Tier 2: Potential Outcomes • Responders • Move to Tier 1 • Continue tier 2 Intervention • Non-responders • Adjust instruction and continue Tier 2 intervention • Move to Tier 3 intervention

17. Tier III – Intensive (RtII Coordinator) • Math and/or Reading Instruction • Skills/curriculum based but … • May or may not tie closely with classroom instruction • Research-Based Interventions • Adapted or Modified Assessments • Pull-Out

18. Tier 3: Instructional Strategies • Increased direct instruction time • More time on task • More immediate and corrective feedback • More opportunity to respond • Functional behavior analysis (FBA), Behavioral Intervention Plan (BIP) • More frequent progress monitoring (once/week) • Core curriculum and intensive intervention

19. Tier 3: Potential Outcomes • Responders • Move to Tier 2 • Continue Tier 3 intervention • Non-responders • Adjust instruction and continue Tier 3 intervention • Refer for special education evaluation

20. Grade Level Data Meeting Agenda • Learning Support • Student Roster Update • Reading • Tier 3: Intensive Students • Progress Monitoring • Differentiated Instruction: Classroom and Support • Assessments and Report Card Grade • Determine continued placement • Tier 2: Strategic Students • Progress Monitoring • Differentiated Instruction: Classroom and Support • Assessments and Report Card Grade • Determine continued placement • Tier 1: Other students • Classroom Progress Monitoring • Enrichment • Math • Tier 3: Intensive Students • Progress Monitoring • Differentiated Instruction: Classroom and Support • Assessments and Report Card Grade • Determine continued placement • Tier 2: Strategic Students • Progress Monitoring • Differentiated Instruction: Classroom and Support • Assessments and Report Card Grade • Determine continued placement • Tier 1: Other students • Classroom Progress Monitoring • Enrichment • Behavior

23. Hampton Township School District RtII Flowchart

24. Other Web Resources • EducationCity • AIMS Web Testing • Raz Kids • Xtra Math • Essential Skills • Web 2.0 • Glogster • Starfall.com • Abcya.com • Wodle.net • Digital Storytelling • Photostory 3 • Animotowith iPads • Digital Flip Cameras • AReader • Destination Reading • Think Central • World Book

25. RtII Foundations • Standards-Aligned System and Assessment • Quality Teaching and Learning: Effective Instruction • Teaming (grade level, department, etc.) • Teacher teams learning, designing and revising instruction and assessment procedures • Formative and Summative Assessment • Data collection, analysis and use • School Organizational Structure • Adjustment of Infrastructure, i.e. flexible scheduling, assignment of teachers • Realignment of Flexible Use Resources • Reading Support, Academic Support, IST, Special Education

26. What is Study Island? • Designed to help students master the content specified in state and Common Core Standards • Provides quality academic support and practice withimmediate feedback and built-in remediation • Offers actionable, real-time assessment data • Ideal for self-pacedor teacher-guided instruction

27. Study Island Benchmarking Benchmarking • Gives teachers a snapshot of student proficiencies in relation to state standards • Give teachers and administrators valuable diagnostic information that can be used to guide classroom instruction

28. Study Island Benchmarking Sample

29. Study Island Lessons • Teachers can guide students through the program, communicating expectations, and create class assignments • Brief lessons reinforce instructional concepts • Students work through questions using multiple modes of instruction

30. Study Island Reading Assignment

31. Study Island Math Assignment

32. Why Study Island Works? • Built-in crosswalks support the transition to the Common Core • Students receive immediate feedback with question explanations

33. Why Study Island Works? • Teachers receive real-time assessment data • Teacher support tools include lesson plans, instructional videos, and web- and print-resources

34. Study Island Reporting • Generate reports by student, subject, class, grade, or school • Measure progress and identifyareas where students are excelling or need extra practice

35. Study Island Reporting Examples:Topic Suggestion Report

36. Study Island Reporting ExamplesIndividual Student Report