Response to Instruction Part III

1. Response to Instruction Part III Teacher Collaboration Alaska Department of Education and Early Development

2. Teacher Collaboration Agenda • Review of assessment – formative and summative • Review of Response to Instruction • Introduction of collaborative meetings • Post-it notes – core, strategic, intensive • Instructional strategies support • Collaborative meeting process • protocols • Instructional Interventions • Curriculum samples • Butte Elementary sample Alaska Department of Education and Early Development

3. RTI Resources • Hardcastle, B. & Justice, K. (2006). RTI and the Classroom Teacher, LRP Publications • www.fcrr.org • www.interventioncentral.org • www.whatworksclearinghouse.com • www.metiri.com/techsolutions • www.mcrel.org Alaska Department of Education and Early Development

4. Protocol • Purpose to have respectful, in-depth, insightful conversation about teaching and learning • Listen while others are speaking • Be respectful of others comments and/or suggestions • Be cognizant of time if there is established limit Alaska Department of Education and Early Development

5. Assessment Review • Formative –Classroom based enabling the teacher to modify instruction. • ACFA • GLE Item Sampler • Teacher created • Curriculum Based Measures • Summative – usually published material that occurs at the end of a unit or year of instruction. • SBA • TerraNova • Unit Tests Alaska Department of Education and Early Development

6. Response to Instruction Tier III – Intensive – 5% Students will need intensive instructional interventions in order to access the standards Tier II – Strategic – 15% Students will comprehend need targeted instructional interventions in order to access the standards Tier I – Core – 80% Students will be able to access the standards with instruction provided with the core curriculum Alaska Department of Education and Early Development

7. RTI Guiding Questions • Is the core program sufficient? • If the core program is not sufficient, why isn’t it? • How will needs identified in the core be addressed? • How will the effectiveness and efficiency of the core be monitored over time? • Have improvements to the core been effective? • For which students is the core program sufficient or not sufficient and why? • Dave Tilly, Alaska EED Winter Conference, 2007 Alaska Department of Education and Early Development

8. RTI Guiding Questions (continued) These repeat for Supplemental Intensive • What specific supplemental and intensive instruction is needed? • How will supplemental and intensive instruction be delivered? • How will effectiveness of supplemental and intensive instruction be monitored? • Which students need to move to a different level of instruction? • Dave Tilly, Alaska EED Winter Conference, 2007 Alaska Department of Education and Early Development

9. Collaborative Meetings Alaska Department of Education and Early Development

10. Teacher Collaboration • Collaborate – “to work jointly with others especially in an intellectual endeavor.” • (Webster’s Seventh New Collegiate Dictionary) Alaska Department of Education and Early Development

11. Collaborative Meeting • Using an established protocol • An instruction leader at the site level as facilitator • A time to reflect on current data, instructional strategies, programs, materials used, weaknesses, strengths in relation to teaching • Working together to increase the academic achievement of individual students and ultimately the school Alaska Department of Education and Early Development

12. Collaboration and Response to Instruction is … • Problem solving • Collaborating staff members • Using data from individual students • Continuously searching to find what works for an individual student • Implementing instructional interventions reliably and effectively • Helping ALL students be successful and work toward achieving the standards Alaska Department of Education and Early Development

13. Collaborating with AIMSweb Data Alaska Department of Education and Early Development

14. “Post-it Note Placement” - Fall Jessica Sam Mark Danielle Karl Agatha Angel Robert Arthur Angie Ian Alaska Department of Education and Early Development

15. Tier I Lab • Using a protocol to guide your interactions • Utilize the triangle of school and/or district assessment data created previously, ask Tier I guiding questions about your assessment data Alaska Department of Education and Early Development

16. Tier I - Guiding Questions • What are our school goals? (Where are we? Where do we want to be?) • What percentage of our students are meeting benchmark goals? • Did we get more students to benchmark this year than last year? • Is the core program meeting the needs of the majority of the students (80%+)? • How will the effectiveness of the core program be monitored over time? • J. Knutson, 2007 Alaska Department of Education and Early Development

17. Tier II Lab • Using a protocol to guide your interactions • Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data Alaska Department of Education and Early Development

18. Tier II – Guiding Questions • For which students is the core program not sufficient? Why? • What areas need to be targeted? • What instructional intervention materials are going to be used? • How much support is needed and how will it be delivered? • Are our instructional intervention programs being implemented with fidelity? • Are students moving from strategic to benchmark? • How effective are our Tier II instructional intervention groups? • Which students need an instructional change? • J. Knutson, 2007 Alaska Department of Education and Early Development

19. Tier III - Lab • Using a protocol to guide your interactions • Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data Alaska Department of Education and Early Development

20. Tier III – Guiding Questions • Where is the student? Where do you want him/her to be and by when? (Goals) • What skills do we need to teach more explicitly? • What strategies and/or materials are we going to use to teach the target skills? • How much support is needed? • Who is responsible for each of the intervention components? • How often are we going to review progress? • Is the student moving from intensive to strategic or benchmark levels? Is the student increasing his/her rate of progress? • J. Knutson, 2007 Alaska Department of Education and Early Development

21. “Post-it Note Placement” - Winter Mark Jessica Sam Agatha Danielle Karl Robert Angel Angie Arthur Ian Alaska Department of Education and Early Development

22. Collaborative Meeting – Instructional Strategies Support • Discuss instructional grouping – skill based • Discuss type of instructional interventions • Small group • 1:1 • Subject • Skill • Discuss core instructional strategies • Timeline for using instructional interventions Alaska Department of Education and Early Development

23. Instructional Interventions are: • Supplemental to core curriculum • Linked to assessment • Increased exposure to curriculum • More intensive focus of curriculum • Small group or 1:1 instruction • RTI and the Classroom Teacher, LRP Publications, 2006 Alaska Department of Education and Early Development

24. Determining Instructional Interventions Use: • all site expertise you have (teachers, principal, resource teachers), • various material resources available, • district personnel expertise, • research based strategies and/or those supported by data, and • collaborative meetings to discuss Alaska Department of Education and Early Development

25. Monitoring Interventions • Utilize instructional interventions for set time • Monitor progress throughout to determine effectiveness of instruction • Look at data and instructional intervention provided • If no progress, change instructional program and/or strategies • Increase formative assessments Alaska Department of Education and Early Development

26. Progress Monitoring • Scientifically based practice used to assess students’ academic performance • Evaluates the effectiveness of instruction • Student’s level of performance is determined and goals identified • Student’s academic performance measured on regular basis (weekly or monthly) • Progress toward goal measured • Teaching adjusted as needed based on the measurements • National Center on Student Progress Monitoring Alaska Department of Education and Early Development

27. Things to help the process • Butte (Mat-Su) reading program sample • Know available resources at your site and within the district • Flexible scheduling Alaska Department of Education and Early Development

28. School Reading Program Sample 3rd Grade LMB, Slingerland Seeing Stars, Rewards, SRA High Performance Writing, Primary Phonics, Direct Instruction 45 minutes daily, 2 - 3 per group Read Naturally, Peer Tutors, Parent Volunteer Tutors At Home Support, Flexible Grouping 15 minutes daily, 3 - 5 per group Harcourt, Differentiated Instruction, Trade Books, Content Texts; Strategies – Literature circles, Content reading, Shared reading, Guided reading, SSR, Think alouds 90 minutes daily Alaska Department of Education and Early Development

29. School Reading Program Sample -3rd Grade Alaska Department of Education and Early Development

30. The Solutions (Research and Common Sense Into Action) • We can't work any harder! So... • We gotta work smarter And... • It will require the whole system working together • Dave Tilly, Alaska EED Winter Conference, 2007 Alaska Department of Education and Early Development

31. Important Points! • RTI presents guidelines, not absolutes • The problems are similar everywhere you go • The principles for solving them are similar • The SPECIFICS will be different in your setting • Your solutions will differ from our solutions! Alaska Department of Education and Early Development