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Maximizing Success for ALL Students: Expanding Our Approach to Response to Intervention

Maximizing Success for ALL Students: Expanding Our Approach to Response to Intervention. Robert Crowe Vice President 135 S. Rosemead Blvd. Pasadena, CA 91107 P. 626.744.5344 Cell 626.831.4246 bcrowe@actionlearningsystems.com. Becky Salato Director Response to Intervention

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Maximizing Success for ALL Students: Expanding Our Approach to Response to Intervention

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  1. Maximizing Success for ALL Students:Expanding Our Approach to Response to Intervention

  2. Robert Crowe Vice President135 S. Rosemead Blvd.Pasadena, CA 91107P. 626.744.5344Cell 626.831.4246bcrowe@actionlearningsystems.com Becky SalatoDirector Response to Intervention 135 S. Rosemead Blvd.Pasadena, CA 91107P. 626.744.5344Cell 951.453.9563 bsalato@actionlearningsystems.com

  3. High Performing Districts/Schools Believe: • All students can learn • Success breeds success • We control the conditions of success

  4. What Conditions DO WE Control? The Focus Principle Focus on what ALL students should know and be able to do successfully. The focus of a school includes clearly defined performance standards across the disciplines and through the grade levels. The Alignment Principle Align all programs, practices, procedures, and policies to what we want ALL students to know and be able to do. The Expectations Principle Expectations are high for ALL stakeholders (students, teachers, administrators, staff, and parents). What we expect, align, and allocate time to is “what we will get.” The Opportunity Principle Opportunity for ALL stakeholders (students, teachers, administrators, staff, and parents) at their highest potential is ensured by schools and districts that provide increased time, duration, frequency, and access to research-based strategies known to increase achievement.

  5. Value-Added Growth Goals

  6. Response to Intervention Response to Intervention is a systematic, data-driven approach to instruction that benefits every student. RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions depending on a student’s responsiveness to increasing levels of intervention. –National Center on Response to Intervention

  7. Academic Learning Time Nearly anyone can learn anything that is considered critical–if the learning is broken down into its essential “units” of understanding and if the limit of time is removed. “When time is the variable and learning is the constant, virtually all students can learn well.” –Benjamin Bloom

  8. Academic Learning Time

  9. The Nature of the Intervention Changes with Each Tier • Increasing intensity achieved by: • Teacher-centered, systematic, explicit (scripted) instruction • Conducting it more frequently • Adding to its duration • Creating smaller and more homogenous student groupings • Relying on instructors with greater expertise • Conducted with a strong component of Data Analysis • Always with a focus on transitioning back to less support • NOT A LIFE SENTENCE

  10. A Three Tiered Model Who? What? Time? Tier 3 (Intensive) Few students (theoretically). Intensive and comprehensive intervention. Replaces core. High Intensity, in-depth skills analysis. Structure includes direct, interactive instruction, mastery strategies, and scaffolds. Frequent assessment. 2 + years below grade-level (chronically under-performing) academic-level standards (alternative core) +++ Tier 2 (Strategic) Some students. Support that supplements but does not supplant the core curriculum and is based on student needs as identified by ongoing progress monitoring. Skills mastery and frequent assessment. grade-level standards with extra support ++ within 2 years below grade level Tier 1 (Benchmark) Most students. Preventive and proactive. Responsive, quality instruction with ongoing progress monitoring within the general education classroom. just at or at grade-level grade-level standards +

  11. English/Language Arts Content Standards Mastery Opportunitiesas expressed by the Reading/Language Arts Framework for California Public Schools and the Essential Program Components * Program 3: Primary Language/English-Language Development Basic Program is the ELA and ELD core program for Benchmark and Strategic students being taught in the primary language

  12. Mathematics Content Standards Mastery Opportunitiesas expressed by the Mathematics Framework for California Public Schools and the Essential Program Components

  13. Achievement-Driven Structure and Support

  14. How Can We Control the Conditions of Success?

  15. Response to Intervention For school- and district-wide success, all students must be correctly placed in the right class (program and instruction) for the right amount of time with the right teacher.

  16. Organized Abandonment • What do we STOP doing? • What do we KEEP doing? • What do we START doing?

  17. Next Steps

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