Summer Institutes

1. ChangingTeacherPractice ChangingStudentOutcomes Summer Institutes 2013

2. 2013 Summer Institutes | Changing Teacher Practice  Changing Student Outcomes Remodeling Session Understanding Responsiveness to Instruction (RtI) and the New Standards June’s remodeling Lynne Loeser, SLD/ ADHD Consultant Rick Powers, Consultant IDEA Outreach Amy Jablonski, RtI/MTSS Statewide Consultant Anne Nixon, RtI Field Consultant Amy Miller, RtI Field Consultant Allison Whitaker, Consultant Federal Programs

3. Objectives • Become familiar with RtI as a school improvement model • Understand how RtI is directly linked with the NC Teaching Standards and NC Standard Course of Study • Practice using a Team Initiated Problem Solving (TIPS) model to analyze Core instruction at Tier 1 • Identify components of Home Base that will support problem-solving at Tier 1

4. NC DPI Definition of RtI NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problem-solving model based on data, to address student needs and maximize growth for all.

5. Adjusting Mindsets Process for some students Framework for total school improvement

6. Critical Components of RtI • Leadership and Shared Responsibility • Curriculum and Instruction • Assessment • Problem-Solving/Data-Based Decision Making • Family and Community Partnerships • Sustainability and Integration

7. NC Professional Teaching Standards • Teachers Demonstrate Leadership • Teachers Establish a Respectful Environment for a Diverse Population of Students • Teachers Know the Content they Teach • Teachers Facilitate Learning for Their Students • Teachers Reflect on their Practice • Teachers Contribute to the Academic Success of Students

8. Making Connections

9. Layering of Support Intensive Support Supplemental Support Differentiated Core

10. Core: Tier I Who: All students are in Tier I (Core) What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students Effectiveness: If at least 80% of all students in all subgroups are meeting benchmarks in Core with no additional support

11. Supplemental Instruction: Tier II Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students) What: Evidence-based programs and practices demonstrated to improving performance in Core Effectiveness: If at least 70-80% of students improve performance toward Core standards Slide adapted from G. Batsche

12. Intensive Instruction: Tier III Who: Students needing intensive support in addition to supplemental and Core instruction (approx. 5% of students) What: Evidence-based programs and practices demonstrated to improving performance Effectiveness: If there is progress toward performance in Core standards Slide adapted from G. Batsche

13. Layering of Support Differentiated Core

14. Strategies Define Core Materials Standards Mapping Assessment

15. Analyze Core

16. How will we respond if they have not learned it? How will we respond if they already know it? Instruction, Curriculum, Environment & Learner What do we want the students to learn? How will we know they have learned it?

17. Analyzing Core Using TIPSModeling/Guided Practice

21. Data Sources 1 & 2 EOG and Fall Benchmark Fall Benchmark (Math) – 80% were at or above target

22. Data Source 3 Current (Winter) Benchmark Average score 1/15/12 Target Score was 70% for winter Number of students meeting target- 30/60 (50%)

23. Benchmark Domain Scores

24. Data Source 4 Attendance Grade 4

26. Identify Problem(s) • Behavioral/academic definition • Concrete, observable and measurable • Stranger test? • Typically begins broad

27. Identify Problem(s) Fifty percent (50%) of all 4th grade students met the target score on the winter math benchmark.

30. Develop and Test Hypothesis We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?” We ask questions across four domains

31. Develop and Test Hypothesis

32. Develop and Test Hypothesis

33. Develop and Test Hypothesis Instruction Instruction did not include enough opportunities for modeling and representing numbers in order for students to apply place value knowledge when performing multi-digit arithmetic in multiple ways. Students have not been exposed in previous years to concepts in the curriculum that are expected this year and the mapping was too compacted for students to master material. Curriculum Math blocks are not long enough to cover the expected material. Environment

34. Develop and Test Hypothesis Instruction Observe across math blocks and interview teachers Item analysis of test results and review curriculum mapping Curriculum Review schedule Environment

36. Test Hypothesis

37. Develop Hypothesis Instruction included students experimenting with representing numbers in multiple ways. Teachers also used scaffolding and flexible grouping within their classrooms to differentiate instruction. Instruction Observe across math blocks An item analysis of the benchmark test revealed that students demonstrated good performance on Measurement/Data, Fractions and Geometry but lacked consistent skills in Operations and Algebraic Thinking. In skills requiring Number and Operations in Base Ten, most students demonstrated consistent weaknesses. In addition, teachers reported most students are still having some difficulty with place value Item analysis of test results and review curriculum mapping. Curriculum Math block is too short for the amount of material the teachers need to cover and also to give students sufficient individual attention and practice to master concepts. The curriculum mapping is rapid in areas that students need additional time to master. Review schedule Environment

39. Precise Problem Statement Only fifty percent (50%) of all 4th grade students met the target score on the winter math benchmark because of deficits in Number and Operations in Base Ten and in Operations and Algebraic Thinking. Compacted time (schedule and mapping) and difficulties in understanding place value appear to be the main reasons for these performance deficits.

42. Discuss & Select Solutions Teachers will incorporate activities using base ten blocks to model and compare whole numbers and use the Build a Number activity to read, write and compare whole multi-digit numbers. This will occur during flexible grouping across the grade level during the last 30 minutes of the math block and later in partners and math stations. Teachers revisit the curriculum mapping for the remainder of the year and find times to infuse the concepts students are lacking in their lesson planning. Teachers embed questions about number sense in all math instruction asking questions such as "which is most/ greater/least/smallest? How do you know? How else can we express these numbers? Is there another way?” Teachers infuse these math concepts into their science and social studies lessons.

44. Discuss & Select Solutions • Solution should be based on the precise problem statement which is developed around instruction, curriculum, and/or environment • Precise, clear goal must be setbefore plan implementation. • Goal should be a specific description of desired change in student behavior • Goal should be a SMART goal.

45. Discuss & Select Solutions S- Specific M- Measurable A- Attainable R- Relevant T-Time-Bound Short Term Goal- By the spring benchmark assessment, 70% of students in fourth grade will reach the target score. Long Term Goal- By the winter benchmark assessment next year, 80% of this group of students will reach target score. Also by winter benchmark next year, 80% of students in fourth grade next year will reach target score.

48. Develop and Implement an Action Plan

49. Develop and Implement an Action Plan