RTI & Career and College Readiness Standards Common Core State Standards (CCSS)

1. RTI & Career and College Readiness Standards Common Core State Standards (CCSS) Round Table November 16, 2011 Kathy Dewsbury-White Roberta Perconti

2. Purpose of Presentation Presentation is about: • Seeing the links between CCSS & RTI • Linking the CCSS and RTI to Research and Educational Policy • Linking Ingham ISD’s RTI work with Ingham’s CCSS implementation service

3. What is RTI?What are the Common Core State Standards? Turn to your partner and share: Partner 1 share what your partner said about RTI with the group. Partner 2 share what your partner said about common core with the group

4. RTI “RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions to guide instruction” ~ National Association of State Directors of Special Education, 2005

5. Common Core State Standards? K-12 standards in reading, mathematics writing, speaking, listening, literacyin history/social studies, science, technical subjects that set requirementsfor the learning of all studentsat age appropriate attainments The standards are high quality (1) research and evidence based (2) aligned with college and work expectations (3) rigorous, and (4) internationally benchmarked

6. What do you notice about the definitions?

7. Commonalities RTI CCSS High-quality research and evidence based K-12 standards set requirementsfor the learning for all students at age appropriate attainments internationally benchmarked • high-quality research and evidenced based instruction/intervention • using learning rate • and level of performance • for all students • to make important educational decisions • to guide instruction

8. Reading Foundational Skills

9. Big Ideas of ReadingFoundational to RTI Found in CCSS The Five Big Ideas of Reading: • Phonemic Awareness (CCSS find in Foundational Skills) • Alphabetic Principle (Phonics) (CCSS find in Foundational Skills) • Fluency (CCSS find in Foundational Skills) • Vocabulary (CCSS find in Language) • Comprehension (CCSS find in own Category Comprehension)

10. Core Principles of an RtI Framework • We can effectively teach all children. • Intervene early. • Use a multi-tier model of support. • Use a problem-solving method for decision making. • Research-based interventions/instruction to the extent available. • Monitor student progress to inform instruction. • Use data to make decisions. • Use assessment (Universal Screener) for different purposes.

11. Response to Intervention: What are the big ideas? High quality instruction/intervention: Instruction or intervention matched to student need that has been demonstrated empirically and by practice to demonstrate high learning rates for most students • Learning rate and level of performance: Learning rate refers to student’s growth in academic or behavioral skills over time in comparison to prior levels and peer growth rates. Level of performance refers to a students relative standing (growth) on some critical dimension of academic or behavioral skills compared to expected/predicted growth. • Important educational decisions: Student intervention outcomes drive decision making at every tier. Decisions about intensity and duration of interventions are based upon data across multiple tiers of intervention.

12. CCSS What Are the Important Features? Based on research Robust and relevant to the real world Fewer, focused, coherent, and specific Learning Progressions/embedded Internationality Benchmarked

13. Common Coreis Framework

14. RtI’s additional contributions to meeting the high expectations in CCSS Proactively planning to meet the needs of ELL students and students with disabilities Paying attention to social, emotional, and physical development A comprehensive schoolwide literacy program PBIS Introduction, page 6

15. CCSS and the materials for teachers to use to teach the curriculum Instructional strategies necessary to effectively teach the students the skills that will lead to their mastery of the CCSS Curriculum Instruction Assessment Use of assessments for different purposes to determine mastery of skills and effectiveness of instruction

16. 23 Continuum of Support for ALL Few Some Curriculum Instruction All Assessment

17. Important Considerations The CCSS are outcomes. In order to achieve the outcomes, there are specific skills students need to master within the standards to achieve the outcome. RTI is a framework to develop how we ensure the outcomes we want are met.

18. in order to meet benchmarks/standards/outcomes (Common Core State Standards). get these tiers of support (Instruction/curriculum per need ) ALL students + = Three Tiered Model of Student Supports = Student Outcomes to Standards The goal of the tiers is student success, not labeling.

19. National Perspective RtI CCSS ESEA Learn Act IDEA

20. Defining College and Career Readiness “College ready”: • Prepared to enter and succeed in entry-level credit bearing courses without remediation “Career ready”: • Prepared to enter the workforce in a career that provides a family-sustaining wage and has pathways to advancement

21. The Four Dimensions of College Readiness Contextual Skills and Awareness Academic Behaviors • Key Cognitive Strategies • Problem formulation, research, • interpretation, communication, precision and accuracy. • Key Content Knowledge • Key foundational content and “big ideas” from core subjects. • Academic Behaviors • Self-management skills: time management, study skills, goal setting, self-awareness, and persistence. • Contextual Skills (types and missions, affording college, college culture, and relations with professors, admissions requirements, how to apply) Contextual Skills and Awareness Academic Behaviors Key Content Knowledge Key Content Knowledge Key Cognitive Strategies Key Cognitive Strategies 6

22. Driving Common Core Disparate standards across states highlight lack of coherence, focus, and clarity (specificity) Student mobility affects equity Global competition increases expectations Jobs in the 21st century require more advanced skills

23. Sample Common Core Hunt Institute Short Videos about CCSS http://www.youtube.com/user/TheHuntInstitute#p/u/5/JDzTOyxRGLI Exemplar Texts http://www.corestandards.org/assets/Appendix_B.pdf Commensurate “Shifts in Instruction” document http://engageny.org/resource/common-core-shifts/

24. CCSS Implementation: the Journey

25. Sample Time line for Implementation of CCSS

26. Status of CCSS Implementation: IISD Constituent Districts 6/11 districts have active, District Team (2/6 integrated w/other district initiatives) 8/11 districts grade levels & departments meeting 10/11 districts report ELA gap analysis; 8/10 math gap analysis; 2/11 science/SS analysis Trends emerging needs: when/how science/SS; standards-based report cards, Expository reading-writing all content areas, mathematical processes

27. Continued - IISD Constituent District Status Implementation Next steps reported: need a plan, need to refine plans, need emphasis on expository writing/reading, need emphasis on mathematical processes, need to deal with science/SS in context of CCSS IISD Assistance Requested: focus, nuts & bolts processes, line up PD w/emerging needs.

28. Example of CCSS and RTI Integration & Service in Ingham

29. Deep Drivers • RtI Coach Skill Set identified in every district • Data based decision making using problem solving framework • Use of research based instruction, intervention and assessment • Family/community involvement • Universal Screening and Progress Monitoring • Focus on Early Warning Signs • Leadership, Leadership, Leadership!

30. Professional Development 2011-12 . Continued Focus • Leadership: • Principal’s Academy -- CCSS Work Days/Updates, E-Bulletins • Literacy • Anita Archer • Kevin Feldman • Core Reading • Positive Behavior • George Sugai • Intervention Support • Literacy • RtI/MiBLSi trainings Emerging Areas • ELA/secondary Expository Reading/Writing across content areas • Math Data Collection, instruction & intervention Mathematical Processes • Early Warning Signs (EWS) Continuing work with High Schools • Family/Community Involvement • Fidelity • Tier 2 and Tier 3

31. IISD Web Resources Please note…IISD is attempting to identify the best resources available, share resources among neighboring districts and to create resources if they do not yet exist. Our CCSS E-Bulletin will link and highlight these resources. Resources are found at the URL here: http://www.inghamisd.org/programsandservices/sds/curriculum/commoncore/ To be added to the email list to receive the e-bulletin please contact: Wendy Robinson At wrobinso@inghamisd.org or Kathy Dewsbury-White at kdwhite@inghamisd.org

32. Putting the Pieces Together CCSS RtI District Implementation Plan Support Structure