Response to Instruction and Intervention: A Standards-aligned System for Student Success

1. Response to Instruction and Intervention: A Standards-aligned System for Student Success High Quality Standards-aligned Curriculum and Research-based Instruction

2. Training Outcomes • Participants will: • Assess the alignment of their core programs to the PA Standards • Define the term scientifically-based • Identify effective principles of design and delivery of core instruction • Develop an awareness of criteria used to evaluate core reading and math programs • Analyze strengths and weaknesses of core reading and math programs • Develop an action plan to strengthen the district’s existing core reading program

3. Pennsylvania’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4. Goal • A standards-aligned curriculum delivered with fidelity using differentiated, effective instructional practices should meet the needs of 80% of students!! • Core programming and instruction is the foundation of all that follows in the RtII process. Without this solid base, all later instructional decisions are suspect.

5. Core Programs: • Serve as the base of reading/math/behavior instruction • Provide complete instruction in the key components of reading/math/behavior • Are designed for all settings and all students • Are preventive and proactive • Incorporate a high probability of student proficiency (80%)

6. Core Programs also: • Align student materials and assessments • Provide small and large group instructional activities • Scaffold to support initial learning and transference of skills • Provide ongoing cumulative review

7. Questions • Is my core curriculum standards-aligned? • Is my core program research based? • Is my core instruction differentiated to meet the needs of all learners? • Is my core instruction delivered using effective instructional practices? • Is my core instruction delivered with fidelity? How can I know this??

8. SAS and RtII: The Connection Implementation of a School-wide Approach to Address the Reading, Mathematics and Behavioral Needs of All Students Research-Validated Interventions are Implemented Based on the Type, Level and Intensity of the Individual Student’s Need Conduct Benchmark/Outcome Assessment for All Students (PSSA, PVAAS, 4 Sight, Formative Assessments), Universal Screening of Academics and Behavior is Conducted for All Students; Continuous Progress Monitoring; Progress Monitoring Data used to drive instruction and intervention.; Support Resources and Materials along with Supplementary Interventions are Necessary to Help Students Not Making Sufficient Progress All students receive the Standards aligned Core Curriculum. ALL Staff (Gen, Sp Ed, Title, ESL) Assume an Active role in Instruction in the Curriculum ALL Students Receive High Quality, Research-Based Instruction in the General Education Setting; High-Quality Instruction and Intervention Using Data to Inform Instruction, Ensure that Researched-Based Instruction and Intervention Strategies are Implemented with Fidelity

10. Pennsylvania’s Standards-Aligned System

11. Is our core curriculum standards aligned?

12. Standard-alignment ‘Look fors’ • Evidence of an annual planning process that reviews PSSA Proficiency, PVAAS and local data analyzing proficiency on standards and eligible content within and across grade levels. Are there curricular holes for all or any subgroup? • PSSA (PSSA Data Interaction, GROW Network) • PVAAS • Other Assessments (DIBELS, 4Sight, Discipline Referrals, Drop out Rate, etc.

13. Multiple data sources • Balance of local and state assessments • Current student data • Prioritize areas of strength and concern • Underlying causes of current state of student achievement • Potential improvement strategies • Student achievement improvement targets • Action Sequence in 1-2-3-4-5 Steps! • Summative Assessments • Formative Assessments • Perceptual Demographic Data • Data From: • PSSA • 4Sight • PVAAS • Locally relevant assessments • Guiding questions for “root cause” analysis • Vital few research-based or promising strategies • NCLB AYP target • Action Sequence • Step 1: Data • Step 2: Design • Step 3: Delivery • Step 4: Development of People • Step 5: Documentation

14. Standard-alignment ‘Look fors’ • Evidence of periodic curriculum mapping in reading and math. • Evidence anchors and eligible content are addressed in teacher lesson planning. • Evidence teachers understand the flow of the curriculum and standards within and across grade levels.

15. Standard-alignment ‘Look fors’ 5. Evidence of effective use of 4Sight, DIBELS, AIMSweb or other benchmark systems 6. Grade level planning sessions that set grade-wide goals to achieve benchmark targets in reading, math and/or behavior.

16. Complete the Standards-aligned Core Program Component of the Core Program Review Tool

17. Is our core program research-based?

18. What is Scientifically-Based Research? Definition Activity NCLB 2001 IDEA 2004 Reading First

19. Scientifically-Based Research • True scientific model • Long–term duration • Sampling procedures • Researcher bias • Contrast with other educational research

20. Reading MUST Explicitly Address: • Key elements of scientifically-based core programs includes explicit and systematic instruction in the following: • Phonological Awareness • Phonics • Fluency • Vocabulary • Comprehension

21. Math MUST Address • Concept Standards; • Numbers and Operations • Measurement • Geometry • Algebraic Concepts • Data Analysis and probability

22. As well as: • Process Standards: • Problem Solving • Reasoning and Proof • Communication • Connections • Representations

23. As Well as: • The Five Strands of Mathmatical Proficiency • Conceptial Understanding • Procedural Fluency • Strategic Competence • Adaptive Reasoning • Procedural Disposition

24. Behavior Characteristics • Expected behaviors are defined and explicitly taught across all settings and supported by all staff. • A system of school-wide positive behavior support is in place. • Effective instructional practices are the base of effective positive behavior support. • Data gathering process for skills addressed in the behavior core (School-wide Information System, etc)

25. Behavior Characteristics • Expectations and consequences are consistent, known and understood by staff and students. • A system is in place to positively reinforce appropriate student behavior. • Staff utilizes de-escalation techniques with inappropriate student behavior.

26. Program Evaluation Resources • PSSA Blueprint • Florida Center for Reading Research http://www.fcrr.org/ • Oregon Reading First. [Website] http://oregonreadingfirst.uoregon.edu/ • What Works Clearinghouse • www.whatworks.ed.gov/ • Best Evidence Encyclopedia • www.bestevidence.org

27. Program Evaluation Resources • K-12 Mathematics Curriculum Center • National Council of Teachers of Mathematics • National Science Foundation • www.comap.com/elementary/projects/arc • National Math Panel • www.ed.gov/about/bdscomm/list/mathpanel/index.html

28. Research-based ‘Look fors’ • Evidence of consideration of research-based issues in the material selection process. • Evidence supplemental programs were selected/implemented to fill gaps in the core programs selected. • Evidence of professional development around the critical research features of reading and math content.

29. Complete the Research-based Core Program Component of the Core Program Review Tool

30. Is our core instruction differentiated to meet the needs of all learners?

31. Differentiated Instruction Seeks to • “...provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in some important ways from one another.” (Tomlinson, 1998)

32. Differentiation means: Meeting the needs of all students through: • Whole Group Instruction • Small Group Instruction – Same Ability • Small Group Instruction- Mixed Ability • Student Pairs • One on One

33. What Happens? In a differentiated classroom, the teacher plans and carries out with assistance varied approaches to content, process, and product in anticipation of and response to student differences in readiness and/or interest.

34. Differentiated Instruction ‘Look fors’ • Evidence the staff has received training in differentiated instruction and co-teaching. • Evidence the teachers have received the student data they need to plan for differentiated instruction.

35. Differentiated Instruction ‘Look fors’ 3. Evidence the schedule provides for planning time to facilitate differentiated instruction? 4. Evidence the schedule provides for ‘all hands on deck’ resources during reading and math instruction.( All staff is available to support core instruction)

36. Complete the Differentiated Instruction Component of the Core Program Review Tool

37. Is our core instruction delivered using effective instructional practices?

38. Remember: Effective Instruction

39. 10 Effective Teaching Principles Engaged Time High Success rates Opportunity to learn content Direct and supervised teaching Scaffolded instruction Critical forms of Knowledge Organizing, storing and retrieving knowledge Sameness taught Strategic Instruction Explicit Instruction Ellis, E. S., et. al. (2000)

40. 9 Essential Instructional Strategies 40 Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

41. Effective Instruction ‘Look fors’ • Evidence of professional development in research-based effective instructional practices. 2. Evidence that implementation of effective instructional practices are monitored and supported by administration and/or peer processes.

42. Complete the Effective Instruction Component of Core Program Review Tool

43. Are all aspects of our core instruction delivered with fidelity?

44. Fidelity of Implementation Core programming and effective instruction are the foundations of all that follows in the RtI process. Without this solid base, all later instructional decisions are suspect. Without fidelity, all bets are off!! How do we know if it is true?

45. Fidelity of Implementation • Of the Core Program • Of Programs Supplemental to the Core • Of research-based Instructional Practices

46. Fidelity ‘Look-fors’ 1. Adequate uninterrupted instruction time Reading-90 minutes Math-60 minute 2. Publisher developed fidelity of implementation checklists. 3. Generic effective instruction checklists (www.pattan.net)

47. Fidelity ‘Look-fors’ 4. The principal’s observation of teacher performance through classroom visits and observations conducted during the instructional period for the targeted content/ subject area on a regular basis. 5. Checklists of integrity of instruction completed by teachers as self‐check measure. 6. Checklists of integrity of instruction completed among teachers as peer‐check measures. 7. Implementation of checklists by content specialists or curriculum supervisors working with classroom teachers.

48. Complete the Fidelity Component of the Core Program Review Tool. • Complete Scoring Summary and set Priorities. • Action Plan

49. That Is: Data indicates that the school’s standards-aligned curriculum delivered with fidelity using differentiated, effective instructional practices meets the needs of 80% of students!!

50. Supplemental Activity 1 Carousel Activity on Instructional Design