RtII : Using Technology to Differentiate Instruction &Interventions

1. RtII: Using Technology to Differentiate Instruction &Interventions Dr. Amy Kern, Central Elementary, Principal Ms. Erin Prosser, Poff Elementary Media & Technology 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. Response to Intervention Framework

6. Data Team Meetings Current Benchmark Screening Results Study Island or AIMSweb • Review Test Results: • Achievement Tests • State Tests • Common Assessments Tier 1: Grade Level Instructional Goals

7. 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

8. Study Island Benchmarking Sample

9. 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 Study Island, 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.

10. 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 Study Island 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”

11. Benefits of Tier 1 • Promotion of evidence-based instruction on a whole-class, whole-school level • Systematic identification of non-responders (not just teacher referral) • Teachers speak common language • Reduces “waiting” for referral • Eventual focusing of resources on fewer students at Tiers 2 and 3

12. Tier 2: Interventions for Some Students • Students receive additional academic and behavioral support to successfully engage in the learning process • Increased Time and Opportunity to Learn: Supplemental small group instruction in addition to: • Use of standard protocol interventions • More frequent Progress Monitoring (every other week)

13. 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 • Increased opportunity to learn • Increased Instructional time • Small group instruction • Increased Assessment • Data collection and analysis twice per month • Data-based decision making

14. 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

15. Tier 3: Interventions for a Few Students • Intensive instruction • Use of standard protocol interventions • Supplemental instructional materials for specific skill development • Small intensive, flexible groups • Additional tutoring • Weekly progress monitoring

16. 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

17. 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

18. 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

19. 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

22. 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

23. 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

24. Hampton Township School District RtII Flowchart

25. 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 • Study Island

26. 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

28. 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

29. Study Island Reading Assignment

30. Study Island Math Assignment

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

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

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

34. Study Island Reporting Examples:Topic Suggestion Report

35. Study Island Reporting ExamplesIndividual Student Report