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Response to Intervention RtI

9/12/2012. W-JCC Plan Response to Intervention (RtI) . What is Response to Intervention?RtI is a general education instructional framework.RtI offers a three-tiered instructional approach to students who are struggling.RtI insists that struggling students are systemically evaluated. . 2

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Response to Intervention RtI

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    1. Response to Intervention RtI Williamsburg-James City County Public Schools Drs. Chantry, Hopkins, Lindsay, and Yitbarek 9/12/2012 1 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Full names and titles to be added here laterFull names and titles to be added here later

    2. 9/12/2012 W-JCC Plan Response to Intervention (RtI) What is Response to Intervention? RtI is a general education instructional framework. RtI offers a three-tiered instructional approach to students who are struggling. RtI insists that struggling students are systemically evaluated. 2 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Working definition for our purposes---add more if neededWorking definition for our purposes---add more if needed

    3. Table of Contents Introduction What is RtI…………………...................1-5 History IDEA Changes…………………………..6-9 Rationale Why We Need It……………………… 10-14 W-JCC Philosophy & Beliefs …………………..15-18 Phases of Implementation……………..19-25 Three Tiers……………………………………26-29 Tier I………………………………………30-36 Tier II……………………………………..37-42 Tier III…………………………………….43-47 Roles and Responsibilities of Instructors and Teams RtI School Teams………………………48-55 Successful Implementation of RtI Contributing Factors & Benefits…………56-61 Communicating RtI to Parents Parents and Community……………………….62-64 Resources for RtI Assessments and General Resources……….65-73 Key Components Universal Screening……………………………74-77 Tiered Intervention……………………………..78-81 Protocols………………………………………..82-85 Progress Monitoring……………………………86-92 Curriculum Based Measurements……………….93-97 RtI and Connection to Multicultural Education98-106 Elementary Plan………………………………….107-113 Middle School Plan………………………………114-118 Division Plan………………………………………119-120 9/12/2012 Drs. Chantry, Hopkins, Lindsay, and Yitbarek 3

    4. 9/12/2012 W-JCC Plan Response to Intervention (RtI) RtI assumes that quality instruction is a right for all learners. RtI is a shared responsibility of the entire education system RtI is part of the strategic plan both school and division wide 4 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    5. 9/12/2012 What Is Response to Intervention? RtI provides a comprehensive, multi-tiered intervention strategy to enable early identification and intervention for students at academic or behavioral risk. RtI is an alternative to the discrepancy model for the identification of students with learning disabilities. 5 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    6. 9/12/2012 Goals for this Session: Understand Response to Intervention (RtI) View RtI as a school wide program based on student data Realize how RtI supports teachers and administrators in meeting the challenge of No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP) 6 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    7. History 9/12/2012 7 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Full names and titles to be added here laterFull names and titles to be added here later

    8. 9/12/2012 IDEA 2004 –CHANGES: Eligibility Determinations A child shall not be determined to have a disability if the determinant factors are: Lack of scientifically-based instructional practices and programs that contain the essential components of reading instruction. Lack of instruction in mathematics Limited English Proficiency §614(b)(6)(B) 8 Drs. Chantry, Hopkins, Lindsay, and Yitbarek JoeJoe

    9. 9/12/2012 IDEA 2004 Changes Specific Learning Disabilities The school division shall not be required to take into consideration whether the child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. 9 Drs. Chantry, Hopkins, Lindsay, and Yitbarek JoeJoe

    10. 9/12/2012 IDEA 2004 Changes Specific Learning Disabilities (continued) In determining whether a child has a specific learning disability, a school division may use a process which determines if a child responds to scientific, research-based intervention. 10 Drs. Chantry, Hopkins, Lindsay, and Yitbarek JoeJoe

    11. RtI: Why We Need It 9/12/2012 11 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    12. 9/12/2012 RtI Matters Provides a school-wide initiative Embeds school wide reform Is fundamental to school improvement Requires collaboration Expects teambuilding Is consistent with Professional Learning Community Objectives 12 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    13. 9/12/2012 RtI Matters Addresses: Overrepresentation of students in special education Overrepresentation of minorities in special education Overrepresentation of males in special education 13 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    14. 9/12/2012 RtI Matters If a school has students from minority groups over-represented in special education If a school has minority students under-represented in gifted programs If a school has a high-needs population If a school has 2% of its population referred for special education 14 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    15. 9/12/2012 RtI Matters If a school has males overrepresented in special education If a school did not make Adequate Yearly Progress (AYP) If a school has disproportionate numbers of discipline referrals, suspensions, and/or expulsions 15 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    16. W-JCC Philosophy and Beliefs 9/12/2012 16 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    17. 9/12/2012 W-JCC Philosophy/Beliefs All children can learn and we are responsible for ensuring that they do. A wholesome discontent with the status quo is healthy for the continuous improvement of our schools. Meaningful collaboration among schools, community and families is necessary to help students achieve their maximum potential. 17 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    18. 9/12/2012 W-JCC Philosophy/Beliefs We have the collective expertise, knowledge, desire and commitment to ensure that every student is successful. A safe, challenging and inclusive environment is essential to teaching and learning. The student’s well-being must be the primary focus of our decision-making. 18 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    19. 9/12/2012 W-JCC Philosophy/Beliefs A mutual respect for the diversity of the students, community, and staff promotes awareness, cooperation, and educational success. Excellence in education is crucial to the future success of our students, and our community. 19 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    20. Fidelity of Implementation 9/12/2012 20 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    21. 9/12/2012 Fidelity of Implementation Ensures that instruction is intentional and evidenced based Analyzes data to determine instructional interventions based on Curriculum Based Measurements (CBMs) Conducts progress monitoring in a responsible and reliable manner 21 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    22. 9/12/2012 Fidelity of Implementation Matches Faculty Performance Objectives and Evaluation Provides Data Driven Support Systems Provides Professional Development Provides Central Office Support 22 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    23. 9/12/2012 Fidelity of Implementation To ensure that RtI is fully vetted, it is recommended that the process occur in three phases over five years: Exploration Implementation Sustainability and Evaluation 23 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    24. 9/12/2012 Exploration Phase Will last 1-2 years and consist of: Reviewing best practices Identifying materials Analyzing or administering universal screening assessment tools Providing professional development on progress monitoring and curriculum based measurement tools (CBMs) Creating and devising monitoring forms Determining professionals to serve on the RtI school team 24 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    25. 9/12/2012 Implementation Phase Will last 1-2 years and consist of: Administering the identified universal screening assessments in reading and mathematics Ensuring that instruction is intentional and evidence based Using data to determine instructional interventions Monitoring progress regularly in a responsible and reliable manner 25 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    26. 9/12/2012 Sustainability and Evaluation Phase Will be ongoing and consist of: Ensuring that instruction is intentional and evidenced based Evaluating faculty performance that include matched objectives Supporting data driven assessment systems Providing ongoing professional development Ongoing monitoring of student performance at school and central office level 26 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    27. 9/12/2012 Guiding Questions for Each Tier What do we want students to learn? How do we authentically engage students in the learning? How do we know if students learn what we intend? What do we do with students who have learned the curriculum and those who have not? 27 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Same questions we always need to keep before us as educatorsSame questions we always need to keep before us as educators

    28. The Three Tiers of Instruction/Intervention 9/12/2012 28 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    29. 9/12/2012 The 3 Tiers of RtI 29 Drs. Chantry, Hopkins, Lindsay, and Yitbarek How the model looks for teachersHow the model looks for teachers

    30. 9/12/2012 30 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.

    31. Tier I Instruction/Interventions 9/12/2012 31 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    32. 9/12/2012 Tier 1 RtI 32 Drs. Chantry, Hopkins, Lindsay, and Yitbarek How the model looks for teachersHow the model looks for teachers

    33. 9/12/2012 Tier I Service Delivery All Students Small Groups Individual Student Entire faculty understands and use research-based instructional strategies Entire faculty understands and delivers appropriate intervention strategies Entire faculty understands and delivers instruction based on problem-solving response of intervention team 33 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    34. 9/12/2012 Tier 1 Interventions Instruction: Research Based Instructional Strategies (RBIS) Direct Vocabulary Instruction Socratic Seminars AVID Strategies Multicultural Education Great Books Strategies AP Strategies (Taft Institute) Balanced Literacy and Reading Differentiation Common Lesson Planning Flexible grouping in math and reading Inquiry based instruction 34 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Examples of strategies used for classroom best practicesExamples of strategies used for classroom best practices

    35. 9/12/2012 Tier 1 Assessments Assessments: Benchmarks In Reading and Math Common Assessments Curriculum Based Measurements (CBMs) Universal Screening Measures Authentic Assessment 35 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Examples of our Division’s assessmentsExamples of our Division’s assessments

    36. 9/12/2012 Tier I Service Delivery Hallmark of Tier One: Based on Student needs Based on high quality research-based instruction 36 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    37. 9/12/2012 Successful Tier 1 Instruction 75%-85% of students meet instructional expectations! 37 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    38. Tier 2 Instruction/Interventions 9/12/2012 38 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    39. 9/12/2012 Tier 2 39 Drs. Chantry, Hopkins, Lindsay, and Yitbarek How the model looks for teachersHow the model looks for teachers

    40. 9/12/2012 Tier 2 Interventions Instruction: After-School Remediation Inclusion Collaboration Intervention (Grades 6-8) 45-90 minutes Literacy Groups (Grades K-2) Rdg Specialist Math Groups (Grades K-8) Math Specialist PALS Instruction (Grades K-2) Small group intervention 30 minutes daily Reading or Student Support Teacher English Language Learning (ELL) 40 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    41. 9/12/2012 Tier 2 Interventions Intervention/Monitoring Plans Mathematics and Literacy Intervention Meetings Student Assistance Plans Mentoring Parent Communication 41 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    42. 9/12/2012 Tier 2 Assessments Assessments: Curriculum Based Measurements (CBMs) Progress Monitoring (using charts) 42 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Examples of our Division’s assessmentsExamples of our Division’s assessments

    43. 9/12/2012 Service Delivery Hallmark of Tier Two: Based on Student needs Small Group Instruction 43 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    44. Tier 3 Instruction/Interventions 9/12/2012 44 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    45. 9/12/2012 Tier 3 45 Drs. Chantry, Hopkins, Lindsay, and Yitbarek How the model looks for teachersHow the model looks for teachers

    46. 9/12/2012 Tier 3 Assessments Assessments: Curriculum Based Measurements (CBMs) Progress Monitoring (using charts) 46 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Examples of our Division’s assessmentsExamples of our Division’s assessments

    47. 9/12/2012 Service Delivery Hallmark of Tier Three: Based on Individual student needs Daily intensive services Problem-solving 47 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    48. 9/12/2012 Results of Tier 3 Identify which students have successful or unsuccessful response to instruction (RtI) Sort students who need further help Decide which students are helped in general education Decide which students need evaluation for special education 48 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    49. Roles and Responsibilities of Instructors and RtI Teams for Tiers 1, 2, and 3 9/12/2012 49 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    50. 9/12/2012 Tier 1 Instructors Who? Classroom Teachers Professional Learning Community Teams 50 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    51. 9/12/2012 RtI School Teams Tier 1 What? Professional learning communities meet on a regular basis to discuss Tier 1 student performance PLCs have the responsibility for the ongoing monitoring of student performance based on common and benchmark assessments 51 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    52. 9/12/2012 RtI School Teams Tiers 2 and 3 Who can serve on the team? (Recommend 3-9 professionals) Principal or his/her designee General Education Teacher Special Education Teacher Reading Specialists Mathematics Specialists 52 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    53. 9/12/2012 RtI School Teams Tiers 2 and 3 continued Who can serve on the team? (Recommend 3-9 professionals) Counselors School Psychologists School Social Workers School Nurses Student Support Teachers Other Specialty Professionals as Needed 53 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    54. 9/12/2012 RtI School Teams What do they do? This is a professional learning community for RtI issues within the school. The team has the responsibility to inform the faculty of RtI requirements and updates. The team has the responsibility for the ongoing monitoring of student progress. 54 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    55. 9/12/2012 RtI School Teams What do they do? The team has the responsibility to keep the parent community abreast of student progress within the school. The team has the responsibility to ensure that best practices are implemented in the classroom. 55 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    56. 9/12/2012 RtI School Teams What do they do? The team has the responsibility to ensure that classroom teachers analyze test results throughout the year to inform instruction. The team has the responsibility to inform all parents of appropriate grade level learning objectives, and to provide a copy of the school division’s policy on promotion and retention. 56 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    57. What Makes RTI Successful? 9/12/2012 57 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    58. 9/12/2012 Successful Implementation of RtI Commitment of resources that includes staff development, technological support, and supplemental programs and materials Fidelity of Implementation Consensus building 58 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    59. 9/12/2012 Successful Implementation of RtI Collaboration between special education and general education Adequate system to support data collection Flexible staffing to accommodate the delivery of Tier 2 interventions 59 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    60. 9/12/2012 Successful Implementation of RtI School division’s commitment to the philosophical principles of RtI and vigilance of implementation Development of an infrastructure All components need to be implemented with a high degree of integrity 60 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    61. 9/12/2012 Benefits of RtI Earlier identification Earlier correction of difficulties Enhanced communication between home and school Parents are informed more frequently of their child’s progress More frequent home-school collaboration allows parents to become meaningful participants 61 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    62. 9/12/2012 Benefits of RtI Provides collaborative assistance to teachers Identifies prevention efforts needed for children entering Kindergarten Coordinates existing intervention efforts (i.e. Child Study, SOL remediation) Communicates school’s expectations for monitoring of student performance 62 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    63. Communicating RTI to Parents 9/12/2012 63 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    64. 9/12/2012 Promoting Understanding of RtI with Parents and Community RtI is based on federal law based on experiences of practitioners and researchers in general and special education RtI is designed to provide instructional interventions for struggling students at the earliest signs of difficulty 64 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    65. 9/12/2012 Promoting Understanding of RtI with Parents and Community Student progress for struggling students will be specific and frequent Interventions are used at each tier Parents will be informed of their child’s response to intervention on a regular basis Parents will be included in all instructional decisions about their child 65 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    66. Resources for RtI Web-based 9/12/2012 66 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    67. 9/12/2012 RtI Resources--Assessment Research Institute on Progress Monitoring www.progressmonitoring.net EdCheck-up www.edcheckup.com AIMSweb www.aimsweb.com National Center on Student Progress www.studentprogress.org Dynamic Indicators of Basic Literacy Skills http://dibels.uoregon.edu 67 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    68. 9/12/2012 RtI Resources--Intervention PALS http://kc.vanderbilt.edu/pals PALS http://pals.virginia.edu Intervention Central www.interventioncentral.com What Works Clearinghouse www.whatworks.ed.gov Florida Center for Reading Research www.fcrr.org 68 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    69. 9/12/2012 RtI Resources---General National Association of School Psychologists www.nasponline.org/resources/rti/index.aspx National Center on Resonse to Intervention www.RTI4Success.org National Association of State Directors of Special Education www.nasdse.org/projects.cfn RTI Partnership www.rti.uce.edu The IDEA Partnership www.ideapartnership.org 69 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    70. 9/12/2012 RtI Resources Best Evidence Encyclopedia www.bestevidence.org/math/math_summary.htm DOE: An Introduction to Effective Schoolwide Discipline in Virginia: A Statewide Initiative to Support Positive Academic Behavioral Outcomes for All Students 70 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    71. 9/12/2012 RtI Resources DOE: Functional Behavioral Assessment, Behavioral Intervention Plans, and Positive Intervention and Supports: An Essential Part of Schoolwide Discipline in Virginia 71 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    72. 9/12/2012 RtI Resources www.coe.iup.edu/kovaleski http://www.nationalreadingpanel.org/default.htm 72 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    73. 9/12/2012 Evaluating Your Core Reading Curriculum http://www.fcrr.org/ http://reading.uoregon.edu/curricula/con_guide.php http://oregonreadingfirst.uoregon.edu/downloads/106_High_Priority_Programs.pdf 73 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    74. 9/12/2012 Standard Protocol Websites http://www.fcrr.org/ http://reading.uoregon.edu/curricula/con_guide.php http://oregonreadingfirst.uoregon.edu/downloads/106_High_Priority_Programs.pdf 74 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    75. Key Components Of RTI 9/12/2012 75 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    76. Universal Screening 9/12/2012 76 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    77. 9/12/2012 Universal Screening Description: Involves assessments of all students’ performance usually 3x a year W-JCC will begin with universal screening 2x a year (fall and spring) using PALS in grades K-2 and the Stanford Diagnostic Test in reading and mathematics for students in grades 1-8 77 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    78. 9/12/2012 Universal Screening Purpose: Identification of individual students in need of further assessments and interventions Provision of feedback about how a class is performing so that instructional issues can be addressed 78 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    79. Tiers of Instruction and Intervention Protocols 9/12/2012 79 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    80. 9/12/2012 W-JCC Response to Intervention (RtI) Plan An intervention is only an intervention if it is tied to curriculum and progress monitoring. 80 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    81. 9/12/2012 Tiers of Instruction Tier 1 Tier 2 Tier 3 Refer to Special Education All Students Some Students A Few Students Individual Students 81 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    82. 9/12/2012 Tiered Interventions Is based on assessed student skill deficit Addresses specific skill deficits Involves short-term and explicit instruction Monitor student performance frequently to ensure progress and revise as needed Johnson, Mellard, Fuchs, and McKnight (2006) 82 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    83. 9/12/2012 Intervention Protocols Determined one of three ways: Standard Protocol Match RBIS to predictable patterns of under-performance Strategic Problem Solving Individually-designed interventions Hybrid Combination of the standard protocol and problem-solving 83 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    84. 9/12/2012 Intervention Protocols Standard Protocol Uses a set of interventions based on the particular problem (i.e. a reading series protocols for addressing reading comprehension problems) Problem Solving Uses a decision-making process utilizing the skills of the professionals to develop and evaluate intervention plans Hybrid Uses a combination of the standard protocol and strategic problem solving 84 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    85. 9/12/2012 A Standard Protocol Intervention … is scientifically based. has a high probability of producing change for large numbers of students. is designed to be used in a standard manner across students. is usually delivered in small groups. is often scripted or very structured. can be orchestrated by a problem-solving team. 85 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    86. 9/12/2012 A Problem Solving Protocol … Define the problem (What is it?) Analyze the problem (Why is it happening?) Develop a plan (What shall we do about it?) Implement the plan (Have interventions been implemented with reliability and fidelity?) Evaluate the plan (Did the plan work?) 86 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    87. Progress Monitoring 9/12/2012 87 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    88. 9/12/2012 Progress Monitoring Evaluating the student’s response to scientifically based instruction. What was the student’s progress during the intervention? 88 Drs. Chantry, Hopkins, Lindsay, and Yitbarek DickDick

    89. 9/12/2012 Progress Monitoring Provides ongoing, systematic method of collecting data to determine the academic, social, or behavioral performance of a student Is used throughout all tiers, but particularly in Tiers 2 and 3 89 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    90. 9/12/2012 Progress Monitoring Documents student learning over time to determine progress and intervention effectiveness Involves a formative evaluation process Analyzes repeated data collections of student performance (2-3x per wk) Provides tiered interventions based on student need 90 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    91. 9/12/2012 Progress Monitoring Successful progress monitoring includes: A well-defined behavior A measurement strategy Identification of student’s current level of performance (baseline) Intervention Goal Graph Decision-making plan 91 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    92. 9/12/2012 Progress Monitoring The team sets goals based on the diagnostic data and sets a “goal line” on a graphic representation depicting the desired rate of progress a student needs to reach the goal from the current baseline. The student’s baseline is plotted along with the class benchmark and takes into account other students’ typical rate of progress. 92 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    93. 9/12/2012 Progress Monitoring Two decision rules: If there are three or four consecutive data points below the goal for the student’s performance at the end of a pre-determined time, a change in instructional strategies is needed If there are three or four consecutive data points above the goal line , the performance goal for the student is too low and needs to be raised. 93 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    94. Curriculum Based Measurement 9/12/2012 94 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    95. 9/12/2012 How Do You Know They Are Learning? Curriculum Based Measurements (CBM) Formative Assessments Progress Monitoring 95 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    96. 9/12/2012 What are Curriculum Based Measurements (CBMS)? CBMs are a set of data collection tools derived directly from the curriculum that the student is expected to learn. 96 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    97. 9/12/2012 Benefits of Curriculum Based Measurements Allows for graphic representation of progress Allows teachers to identify specific curriculum deficiencies and instructional strategies Aids teachers increasing superior student achievement 97 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    98. 9/12/2012 Benefits of Curriculum Based Measurements Aligns instruction and assessment Fosters data-driven instruction Aids students’ motivation by students plotting their progress CBM is directly tied to the curriculum 98 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    99. RTI and theConnection to Multicultural Education 9/12/2012 99 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    100. 9/12/2012 Multicultural Education Culturally Responsive Teaching is using the cultural characteristics, experiences, and perspectives of students with diverse backgrounds as conduits for teaching more effectively (G. Gay, 2002). 100 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    101. 9/12/2012 Multicultural Education RtI activities incorporate an understanding of each student’s ethnic and cultural characteristics and how these contribute to a child’s unique educational profile 101 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    102. 9/12/2012 Multicultural Education The W-JCC goal is to frame multicultural education using best practices to help students and teachers succeed in ways that best reflect their cultural styles and values. This will impact classroom instruction, school climate, and community involvement. 102 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    103. 9/12/2012 Components of Multicultural Education Professional Development Instruction School Climate Community Outreach 103 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    104. 9/12/2012 Multicultural Professional Development Topics Culturally Responsive Classrooms The Achievement Gap Cultural Styles Attitudes, Beliefs, and Values Teaching Styles 104 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    105. 9/12/2012 Multicultural Pedagogy Rigorous Curriculum Relevance of Lessons Learned High expectations for all students Instruction is Student Centered Involve Students in Goal Setting Provide for Student Recognition Appreciation for learning styles 105 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    106. 9/12/2012 Framing a Multicultural School Climate Relationships of Trust Caring Communication Courageous Conversations Community Celebrating Cultures and Student Success 106 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    107. 9/12/2012 Framing Community Outreach Parental Involvement Teaching/Learning for Parents Volunteerism and Mentoring Learning in the Home 107 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    108. Elementary School Plan 9/12/2012 108 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    109. 9/12/2012 Response to Intervention – Three Tiers of Instruction Elementary School Plan Tier I >Whole School -entire school understands and uses research-based instructional strategies. Tier II>Small Group -entire faculty understands and uses research-based instructional strategies and can deliver appropriate intervention strategies. In addition, specialists provides supplemental services. Tier III>Individual Student -student receives supplemental services based on the School RTI Team’s individual learning plan that includes professionals responsible for the learner’s success. 109 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Overview of the three tiersOverview of the three tiers

    110. 9/12/2012 Year One Elementary Level Identify your school intervention team Administer universal screening instruments in fall 2008: PALS (Grades K-3) Stanford Diagnostic Reading and Math (Grades 1-5) 110 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    111. 9/12/2012 Year One Elementary Level Use research-based instructional strategies for all students Utilize flexible groupings Re-teach as needed using different approaches Use common assessments to monitor progress Meet in PLCs to discuss students’ progress 111 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    112. 9/12/2012 Year One Elementary Level Use research-based instructional strategies for all students Analyze benchmark assessments and common assessments with students 112 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    113. 9/12/2012 Year One Elementary Level School intervention team to meet on a regular basis to: determine interventions for Tier II and Tier III students coordinate the ordering of materials to use with Tier II and Tier III students Devise forms for monitoring progress and track progress of students 113 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    114. 9/12/2012 Year One Elementary Level Meet frequently to analyze CBMs and progress monitoring 114 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    115. Middle School Plan 9/12/2012 115 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    116. 9/12/2012 Response to Intervention - Three Tiers of Instruction Middle School Plan Tier I >Whole School -entire school understands and uses research-based instructional strategies. Tier II>Small Group -entire faculty understands and uses research-based instructional strategies and can deliver appropriate intervention strategies. Tier III>Individual Student -student receives services based on the problem-solving model of the professionals responsible for the learner’s success. 116 Drs. Chantry, Hopkins, Lindsay, and Yitbarek Overview of the three tiersOverview of the three tiers

    117. 9/12/2012 Year One Middle School Identify your school intervention team Administer the Stanford Diagnostic test in reading and math for students in grades 6-8 Use research-based instructional strategies for all students 117 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    118. 9/12/2012 Year One Middle Level School intervention team determine interventions for Tier II and Tier III students Schools order materials to use with Tier II and Tier III students Schedule training on curriculum based measurements (CBMs) and progress 118 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    119. 9/12/2012 Year One Middle Level Analyze benchmark assessments and common assessments Meet frequently to analyze CBMs and progress monitoring 119 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    120. Division Plan 9/12/2012 120 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

    121. 9/12/2012 Division Plan Devise forms to evaluate materials Utilize Academic Services to monitor data from the schools Coordinate training on CBMs and Progress Monitoring Assist in devising monitoring forms Catalog purchase materials Evaluate year 1 implementation 121 Drs. Chantry, Hopkins, Lindsay, and Yitbarek

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