Response to Intervention at Brown International Academy

1. Response to Interventionat Brown International Academy Suzanne Loughran Sally Whitelock

2. Driving Forces of School Change Shifting From: To: A teaching focus A learning focus Teaching as a private practice Teaching as collaborative practice School improvement as an option School improvement as requirement Accountability Shared responsibility

3. Driving Forces of School Change Shifting From: To: State Standards Common Core Standards Discrepancy model for LD RTI model for LD Curriculum pacing guides Data Driven Decision Making My students Our Students

4. Couldn't help it ma, that first step is a a big one!

5. RTI • “is the practice of providing high-quality research based instruction and interventions matched to student needs, monitoring progress frequently and utilizing student data to make instructional decisions.”

6. RTI • “is characterized by a systematic approach to allocating resources, whereby students access appropriate levels of support and intervention, given their academic and/or behavioral needs.” • “The goal of the process is accelerating learning for all students, and driven by a belief that all children can learn and achieve high standards as a result of effective teaching.” Renaissance Learning

7. RTI In Colorado a three-tiered delivery system is recommended which groups students with common needs which can be met with more intensive, sometimes different instructional approaches than the core curriculum.

9. Tier 1 • Represents the majority of students (Ideally 80%) predominantly served by the core instructional programs. • Tier 1 instruction includes research-based curricula and instructional strategies that are aligned with Colorado State Standards and Benchmarks. It utilizes flexible grouping and focuses on specific data driven learning targets.

10. Tier II • Tier II represents a smaller group of students (10-15%) who may require specific interventions to achieve the learning rate necessary to meet grade level academic benchmarks. • Interventions are strategies, “targeted” or “supplemental” and may or may not be different from the core programs, or adaptations of it depending on the outcome of the data team problem-solving process.

11. Tier III • Tier III represents an even smaller group of students (5-10%) who need “intensive” intervention. • Students in Tier III generally need more time in intervention groups to make progress and require more systematic slower paced instruction with more practice cycles. In some cases it may be the same curriculum used in Tier II but intensified in frequency, duration and practice cycles.

13. Development of RTI at Brown Major Components of Brown’s RTI Model • School-wide vision and structures • Core Curriculum • Assessment process • Data Based Decision Making • Group Development

14. Components of RTI at Brown • School-wide vision and structures • Vision • Use of Resources: Flooding and Technology • Professional Development • Core Curriculum and Interventions • Guaranteed and Viable Core Curriculum • Research-base Tier 2 and 3 interventions • Assessment • Screening Assessments • Formative Assessments • Progress Monitoring • Summative Assessments • Data-based Decision Making • School Improvement Goals & Plan • Collaborative problem-solving in weekly data teams • Student Intervention Teams • Group Development • Problem solving protocols • Data driven dialogue • Essential Agreements

15. School-wide vision and structures At Brown International Academy

16. School-wide Vision and Structures • Vision • High expectations • IB PYP program and philosophy • Standards-based instruction • Collaborative problem solving and collective responsibility

17. School-wide Vision and Structures • Use of Resources • Daily Schedule • Driven by the flooding model (for Tier 2 and 3 interventions) • Ensures daily core instruction and interventions for reading and math • Maximizes resources in the building • Technology • Purchased assessment resources (STAR reading, SEL, STAR math) • Intervention resources (Larson math, iSucceed Math, Math Facts in a Flash) • All teachers in the school • Budget for intervention teachers • Use Spanish teacher and Librarian

18. Flooding Model

19. Flooding Model - Teachers Grade 1: Tier 1 – 3 classroom teachers Tier 2 – 1 intervention teacher, 1 classroom teacher Tier 3 – 1 special education teacher Grade 2: Tier 1 – 2 classroom teachers Tier 2 – 1 intervention teacher Tier 3 – 1 special education teacher Grade 3: Tier 1 – 2 classroom teachers Tier 2 – 1 intervention teacher Tier 3 – 2 special education teachers Grade 4 and 5: Tier 1 – 3 classroom teachers and the librarian Tier 2 – 1 classroom teacher, 1 intervention teacher Tier 3 – 2 special education teachers

20. School-wide Vision and Structures • Professional Development • Teacher leaders • School leadership team • Additional training • Collaborative process • Professional learning community • Year long focus on one professional development topic • Data teams to support professional collaboration and learning • Weekly collaboration grade level meetings • Long and short range planning • Job-embedded professional development and coaching • Literacy facilitator • IB coordinator • Teacher leaders

21. Core Curriculum and Interventions At Brown International Academy

22. Core Curriculum and Interventions At Brown, first we focused on: Ensure a Guaranteed and Viable Core Curriculum in reading, writing, math and social studies/science (Tier 1) • A Core Curriculum must be implemented: • School-wide • Grades ECE-5 • In all content areas • With fidelity • With ALL students

23. Guaranteed and Viable Curriculum For ALL students at Brown • Literacy • Open Court- grades ECE-5, 30 minutes per day • FAST phonics- grades K-2, 15-30 minutes per day • Writing Alive – grades K-5, 60-90 minutes per day • Small reading groups/guided reading- grades 1-5, 20-30 minutes per day (Benchmark Books) • Accelerated Reader program during independent reading, 20-40 min/day • Math • Everyday Mathematics • Larson (K-2) and Isucceed (3-5) computer based math program • Social Studies/Science • IB Units of Inquiry • Social-Emotional/Behavioral • Code of Conduct and Essential Agreements • IB attitudes and Learner Profile • Bully Proofing program

24. Core Curriculum and Interventions At Brown, next we focused on: Implemented research-based interventions (Tier 2 and Tier 3) for all students below grade level proficiency. • Research-based Interventions Implemented (Tier 2 and 3): • For all students who need it, based on universal screening and summative assessment data • With fidelity • First in reading, then in math

25. Research-based Tier 2 Interventions • Literacy • Additional Time – 60 minutes, small group • Flooding, increased direct instruction, decreased independent reading • Six Minute Solutions fluency intervention • Corrective Reading • Spellography • KPALs/PALs • Math • Larson or Isucceed math program – special curriculum • Number Worlds tier 2 intervention (small group) • Social emotional/Behavior • Behavior Report Cards • Classroom modifications and parent communication • Counseling groups when appropriate

26. Research-based Tier 3 Interventions • Literacy • Additional Time – 60 minutes, small group • Flooding, increased direct instruction, decreased independent reading • Corrective Reading • Wilson • Fundations • Edmark • Math • Larson and Isucceed math program – special curriculum • Number Worlds tier 3 – small group • Social emotional/Behavior • Behavior Plans • Classroom modifications and parent communication

27. Core Curriculum and Interventions Tier 3 – goal 5% of students Mathematics: Number Worlds - Tier 3 Larson/Isucceed Literacy: Fundations Wilson Edmark Social-Emotional: Individual Behavior plans Counseling groups Tier 2 – goal 10% of students Literacy: Six Minute Solutions Corrective Reading Spellography KPALs/PALS Mathematics: Number Worlds - Tier 2 Larson/Isucceed Social-Emotional: Behavior report cards Point Sheets Counseling groups Tier 1 – All students Literacy: Open Court FAST AR Writing Alive Social-Emotional: IB Attitudes Learner Profile Code of Conduct Bully Proofing Mathematics: Everyday Math Larson/Isucceed

28. How is RTI currently structured in your school?

29. Assessment At Brown International Academy

30. Assessment To achieve an effective RTI model reliable and regular data must be available to: • Identify the academic and behavioral needs of students • Inform collaborative problem solving • Design instruction aligned with student needs • Evaluate the effectiveness of curricular programs interventions and instructional practices • Determine if students are achieving grade level proficiencies

31. RTI Assessment • Summative Assessments • Screening Assessments • Formative Assessments • Progress Monitoring • Diagnostic Assessments

32. Summative Assessments Assessments that occur after learning to document individual or group achievement or mastery of standards. They measure achievement at a point in time for purposes of reporting and accountability.

33. Summative Assessments At Brown, first we focused on: Ensure that teachers could administer and interpret district mandated assessments appropriately: • Summative Assessments (including High Stakes tests) • Administered 1 to 3 times per year • Used to support goal setting • School Improvement Plan • Power standards • Used to support instruction • Data Teams and SMART goals • Used to identify students needing interventions • Placement of students in Tier 2 and 3 interventions

34. Summative Assessments at Brown • CSAP – State assessment test • Grades 3-5 • Reading, Writing, Math • Used to develop power standards • DRA2 – required state assessment for CBLA • Grades K-5 • Reading • DPS Benchmark Assessment • Grades 3-5 • Reading, Writing, Math • Graphs examined during data teams

35. Screening Assessments Assessments that occur three times per year (August, December, May) that are predictive of High Stakes testing and identify students who are at-risk of academic failure. They measure achievement at a point in time for the purpose of identifying students who are in need of academic interventions.

36. Screening Assessment At Brown, next we focued on: Determine if additional screening assessment information is needed. • Universal Screening • 1 to 3 times per year • Used to support instruction • Data Teams • SMART goals • Used to identify students needing interventions • Placement of students in Tier 2 and 3 interventions

37. Universal Screening at Brown • DIBELS • Grades K-5 • Basic Early Literacy skills • Graphs examined during data teams • STAR/STAR Early Literacy and STAR math • Grades K-5 • Diagnostic and Growth Reports

38. Formative Assessment Assessment “for” learning conducted throughout teaching and learning to diagnose student needs, plan next steps in instruction and provide students with feedback to improve their work. Richard Stiggens

39. Formative Assessment At Brown, next we focused on: Implement use of formative assessments and progress monitoring assessments. • Formative Assessments • Used to inform instruction • SMART goals and action plans) • Used to adjust intervention groups as needed • Progress Monitoring • Every 1-2 weeks for all students receiving interventions • Used to inform instruction of students in Tier 2 and 3 • SMART goals and action plans • Used to adjust intervention groups as needed • Goal: close the achievement gap

40. Formative Assessments at Brown • Accelerated Reader (AR) • STAR Early Literacy diagnostic reports • STAR reading growth reports • Open Court assessments • Guided Reading informal observations • Benchmark Books • Writing Alive rubrics • Everyday Math assessments • RSAs • Unit Assessments • STAR math • I succeed and Larson data

41. Progress Monitoring Progress monitoring assessments are quick, reliable, regularly administered assessments that are sensitive to change and used to: • Determine student’s rate of progress and growth • Provide information about effectiveness of instruction and interventions • Identify areas of need for future instruction • Analyze and interpret gaps between benchmarks and student achievement

42. Progress Monitoring at Brown(Tier 2 & 3) • Literacy • DIBELS – Phoneme Segmentation Fluency, Nonsense Word Fluency, Oral Reading Fluency • Classroom and Intervention curriculum assessments (Wilson, Fundations, Corrective Reading, KPALs/PALs, Benchmark Books, etc.) • AR, STAR reading and STAR Early Literacy • Math • Math Facts in a Flash • STAR math • Behavior • Behavior report cards

43. Diagnostic Assessments • Provide in-depth reliable assessment of targeted skills • Provide information for planning more effective instruction and interventions

44. Assessment Tier 3 – goal 5% of students Literacy: 1x/week DIBELS Intervention based assessments STAR Early Literacy Mathematics: Math facts in a flash Number Worlds assessments Social-Emotional: Teacher Behavior plan documentation Literacy:1x/week DIBELS Corrective Reading assessments STAR Early Literacy STAR reading Tier 2 – goal 10% of students Mathematics: Math facts in a flash Number Worlds assessments Social-Emotional: Behavior report cards Point Sheets Literacy: CSAP DRA2 DPS Benchmark DIBELS STAR/STAR Early Literacy Tier 1 – All students Mathematics: CSAP DPS Benchmark Star math Social-Emotional: Attendance Office referrals Teacher concerns

45. What are some of the major challenges you have faces related to assessments?

46. Data Based Decision Making At Brown International Academy

47. Data Driven Decision Making A major feature of the RTI Model is its use of data to drive the decision-making process at the school, classroom and individual levels. Data are most helpful when they are used for self assessment and combined with reflection, problem-solving and discovery and planning.

48. Data Driven Decision Making “Data driven dialogue is a collective process designed to share common understanding of issues and events using information from a variety of sources.” Colorado Dept. of Education “When teachers operate in professional communities and take collective responsibility for student learning, they produce school-wide gains in academic achievement.” Louis, Kruse, & Marks, 1996

49. Data Driven Dialogue “Reflective dialogue about important matters is at the heart of such communities (Professional Learning Communities). In these schools, teaching and learning are public acts to be shared, examined, analyzed and refined.” Wellman & Lipton, 2004

50. Data Based Decision Making