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Facilitation of LCMT Implementation in Your School

Facilitation of LCMT Implementation in Your School. Slides taken from:. What is the Purpose of RtI ?. RtI is: providing high quality instruction/intervention matched to student needs and, using level of performance and learning rate over time

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Facilitation of LCMT Implementation in Your School

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  1. Facilitation of LCMT Implementation in Your School Slides taken from:

  2. What is the Purpose of RtI? RtI is: • providing high quality instruction/intervention matched to student needs and, • using level of performance and learning rate over time • to make important educational decisions to guide instruction.

  3. AlignmentChanging Educational Focus –NCLB & IDEA • Improved student outcomes • Early intervention and prevention • Use of evidence-based interventions • Data-driven accountability • Reduced need for disability label to get assistance • Highly qualified teachers

  4. Thinking Differently • Every Ed, not just special education anymore • Focus on interventions not placement • Aim of assessment is to identify effective interventions • Effective interventions are identified prior to eligibility • Student outcomes drive decisions • Problem Solving & 3 Tier Model is continual and fluid

  5. Begin with the idea that the purpose of the system is student achievement Acknowledge that student needs exist on a continuum rather than in typological groupings Organize resources to make educational resources available in direct proportion to student need New Logic David Tilly, 2004

  6. Context Culture (Vision, Mission, Values, Goals) Conditions (Beliefs & Attitudes) Your Conditions Your Culture Competencies (Knowledge & Skills) RtI School, District Community National And State Your Context Your Competencies Leading Change By:Thinking Systematically

  7. EVERY ED. Belief • Regular Education • Gifted/Talented • ELL • Title 1 • Special Education • Cultural Diversity • Advanced Placement 3 Tier Model is for EVERY STUDENT!

  8. Benefits of 3 Tier Model 3 Tier Model of instruction and intervention will help you to: • Know immediately, “Is what we are doing working?” • Know which students need more/different • Know what each student needs • Provide structures to deliver what students need • Raise student achievement • Increase teacher capacity

  9. Core Principles of 3 Tier Model • Frequent data collection on student performance • Early identification of students at risk • Early intervention (K-3) • Multi-tiered model of service delivery • Research-based, scientifically validated instruction/interventions • Ongoing progress monitoring - interventions evaluated and modified • Data-based decision making - all decisions made with data

  10. Student Population Student Smartness Traditional: The Fish SORT A SLOW VERY SMART SORT A SMART VERY SLOW SMART Adapted from T.E.R.C. 2004

  11. O I L C E The Water…

  12. Water Domains

  13. HIGH RISK MODERATE RISK PROFICIENT/LOW RISK A - ADVANCED Adapted from T.E.R.C. 2004 Serving the Fluid Needs of ALL Using a Multi-Tier Model of Service Delivery

  14. BELIEFS AND PRACTICESReflect: Important Questions • Do we really believe that the purpose of the system is student achievement? • Do we really believe that all children can learn? • Do we really believe that decisions are best made with data? • Do we believe that our first focus should be on improving CORE instruction ? Do our practices reflect this? • Do we monitor the efficacy of our core program/instructional routine? • Are we focused on LEARNING? Priorities!!

  15. Cascade of Interventions • Entire staff understands “triangle” and the available interventions at each Tier. • Supplemental and intensive interventions are in addition to core instruction. • A student intervention plan is a singledocument that is integrated across the tiers. • Different tiers ensure that outcomes in Tier 1 are improved • Tier 1 progress monitoring data are used for effectiveness determination for all Tiers

  16. Three-Tiered Model of School Supports & the Problem-solving Process ACADEMIC SYSTEMS Tier 3: Comprehensive & IntensiveStudents who need individualized interventions. Tier 2: Strategic InterventionsStudents who need more support in addition to the core curriculum. Tier 1: Core CurriculumAll students, including students who require curricular enhancements for acceleration. BEHAVIOR SYSTEMS Tier 3: Intensive InterventionsStudents who need individualized intervention. Tier 2: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings. 16

  17. Implications for Activitiesat Various Tiers More Less Instructional Time Group Size Measurement Frequency Applicable evidence-based interventions Measurement Precision Measurement Focus Depth of Problem Analysis 17 Less More

  18. Essential Questions • What do we want student to know, do, understand? • What are the key instructional practices for raising achievement and closing the gap? • Why are consistent and pervasive so important? • Why should we focus on high quality--not just doing it? • What evidence do we have our teachers use the most effective, research-based instructional routines strategies? • How does the school’s schedule and organizational patterns contribute to raising achievement?

  19. Tiers of Service Delivery Behavioral Systems Academic Systems Tier III: Intensive Cycle in addition to and in alignment with Core: Individual Students Assessment-based Intense, durable procedures Tier III: Comprehensive/Intensive Cycle in addition to and in alignment with Core: Individual Students Assessment-Based High Intensity Of longer duration Tier II: Targeted Group Interventions in addition to and in alignment with Universal Some At-Risk Students High Efficiency Rapid Response Tier II: Supplemental Cycle in addition to and in alignment with Core Some At-Risk Students High Efficiency Rapid Response Tier I: Universal Interventions All students; all settings, Preventative, Proactive Tier I: Core Cycle All students Preventative, proactive

  20. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic weekly Small Group Differen- tiated By Skill Group Diagnostic Behavior Academics 2 times/month WINTER SPRING FALL None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments How Does C-I-A Fit Together? Step 2 Step 3 Step 4 Step 1 1-5% Intensive Cycle 10-20% Supplemental Cycle 80-90% Core Cycle

  21. Essential Components… • Multi-Tiered Levels of Support • C-I-A Cycle • Problem Solving Framework • Small Group Problem Solving • Individual Problem Solving

  22. Problem Solving Framework 1. Problem Identification-What’s the problem? Tier I Tier II Tier III 2. Problem Analysis- Why is it occurring? 4. Response to Intervention- Is it working? 3. Intervention Design/Implementation- What are we going to do about it?

  23. “To Do” List • Make decisions on the basis of their impact on student learning • Influence school culture to be one in which data are used collaboratively, continuously, and effectively to improve teaching and learning and close achievement gaps. Remember…If you make a change and it feels comfortable…You haven’t made a change Lee Trevino

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