1 / 73

Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com

Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com. RTI Implementation: Steps for Classroom Teachers. STUDENT SUCCESS. PST. RtI.

wylie
Download Presentation

Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com RTI Implementation: Steps for Classroom Teachers STUDENT SUCCESS PST RtI

  2. This presentation is provided at no cost to Alabama schools by the Alabama Scottish Rite Foundation. The philanthropy of the Alabama Scottish Rite Foundation began in the 1950’s in Alabama and continues today. The mission of the Alabama Scottish Rite Foundation is to provide help to Alabama Schools as they work with students who struggle in reading -particularly those students with dyslexia. Mega 2011 - Gibbs

  3. Anticipation Guidethen…Turn and Talk Bell ringer activity As soon as you are seated, please complete the Anticipation Guide included in your handout. Then…turn to your neighbor and talk about your initial answers Mega 2011 - Gibbs

  4. Gains From High Impact Instructional Strategies: Research Findings(Marzano, 2001) Mega 2011 - Gibbs

  5. Gains From High Impact Instructional Strategies: Research Findings(Marzano, 2001) Mega 2011 - Gibbs

  6. Today’s High Impact Strategies • 9. Questions, cues, and advance organizers – Anticipation Guide, session outcomes, RTI Vocabulary • 6. Cooperative learning – Turn and Talks • 2. Summarizing and note taking – Power Point slides, your notes, 3-2-1 for steps for teachers • 1. Similarities and differences – homogeneous and heterogeneous collaborative groups - Double Bubble • 4. Homework and practice – utilize at least one of these strategies in your work Mega 2011 - Gibbs

  7. Session outcomes…. Today, you will: Practice high impact strategies Discuss essential elements of Tier 1 core instruction in K-3 and in 4-12 Discuss essential elements of Tier 2 classroom support and intervention in K-3 and 4-12 Recognize how the steps you take will play a central role in the successful implementation of the RTI framework at your school Gain access to information about tools to facilitate instruction and intervention Mega 2011 - Gibbs

  8. RtI Guidance Document from the ALSDE Response to Instruction (RtI): Alabama’s Core Support for All Students: Standards, Resources, Support Alabama’s Tier I expectations-pages 5-6 Alabama’s Tier II expectations-pages 7-10 Alabama’s Tier III expectations-pages 11-13 Problem solving process-page 15 Goal setting-pages 16-17 Alabama’s six-step RtI protocol-page 18 Download from www.alsde.edu Mega 2011 - Gibbs

  9. Tier 1 Core Instruction Mega 2011 - Gibbs

  10. Alabama’s K-12 Tier I Guidance(pp 5-6) All students should receive high quality research-based instruction that is delivered with fidelity utilizing a curriculum that is viable, rigorous, and standards driven. Teachers should routinely use a variety of supports as soon as a student begins to struggle in their classroom. Strategies should include: flexible grouping differentiated instruction re-teaching multiple opportunities for practice Mega 2011 - Gibbs

  11. More About K-12 Tier 1 Important to address grade level standards AL adopted Common Core State Standards on 11/18/2010 Utilize all available curriculum materials with fidelity. Provide students with Tier 1 differentiated instruction and support (as described in the ALSDE RtI guidance document and cited on slide 10) as soon as they begin to struggle. All Tier 1 students should participate in benchmark assessments 3 times per year (as described on page 5 of the ALSDE RtI guidance document) Mega 2011 - Gibbs

  12. Best Practices for Grades K-3 Tier 1 90 minutes in reading and 60 minutes in math of uninterrupted core instruction National Reading Panel (NRP) and National Mathematics Advisory Panel (NMAP) suggest a combination of whole and small group differentiated instruction The five big ideas from the NRP and critical benchmarks from NMAP! Common Core State Standards include specifics re: math and reading. Mega 2011 - Gibbs

  13. Best Practices for Grades 4-12 Tier 1 • Grade-level standards-based instruction • Students learn how to learn • Strategic teaching or content literacy instruction provided in ALL classes • Some time for students to work with peers daily in ALL classes • Encourages student engagement • Students become active participants in the learning process • Students “make their own meaning” Mega 2011 - Gibbs

  14. Tier 2 Intervention Mega 2011 - Gibbs

  15. Alabama’s Tier II Guidance(pp 7-10) Tier II interventions should begin as soon as possible after students have been identified through screening or benchmark assessments and should be monitored regularly. Materials and strategies should be specialized, research or evidence-based interventions that are based on the needs of the students needing the intervention and should be implemented with fidelity. May be standard treatment protocol Mega 2011 - Gibbs

  16. About Grades K-3 Tier 2 Additional small group instruction Best when provided by classroom teacher but could use a “walk-to” model if desired Set intervention goal and monitor progress At least 10-12 weeks in duration but… Time really depends upon what the data reveal May need additional rounds of Tier 2 if “adequate progress” is being made May need to move to Tier 3 if “inadequate progress” is being made Mega 2011 - Gibbs

  17. About Grades 4-12 Tier 2 • Differentiated strategic teaching to support grade-level standards instruction in all content subjects • Teacher explicitly models strategies with students and scaffolds as needed • Opportunities for peer-tutors and heterogeneous grouping - stripe day (weaker with stronger and teacher rotates among groups) • Opportunities for homogeneous grouping – solid day (skill-level groups and teacher works with low group and provides differentiated challenges for other groups to complete independently) Mega 2011 - Gibbs

  18. About Grades 4-12 Tier 2 • Most tier 2 students in grades 4-12 are likely to be receiving both tier 2 and tier 3 support. • When students are in both tier 2 and tier 3 interventions, your district may decide that progress monitoring will be completed as part of the tier 3 activities. • Documentation of tier 2 implementation integrity could include: • Policy statement in handbook! • Student grouping lists • Walkthroughs • Outcomes! Mega 2011 - Gibbs

  19. Double Bubble Time Compare and contrast Solid and Striped Grouping Mega 2011 - Gibbs

  20. Teacher’s work in RTI Implementation Mega 2011 - Gibbs

  21. 3-2-1 foldable as an advanced organizer 3 - most important steps2 – details for each1 – thing that will require the most PD for you to be ready to implement Mega 2011 - Gibbs

  22. Teacher’s Work in RTI Implementation (These apply for K-12 teachers) • Deliver Tier 1 scientific, research-based instruction with consistency • Know which of your students are to participate in Tier 2 and Tier 3 interventions for math and for reading (and for behavior). • Designate time for Tier 2 interventions and deliver Tier 2 intervention consistently and with fidelity • Collect informal progress monitoring data (work samples, observations, etc) Mega 2011 - Gibbs

  23. Teacher’s Work in RTI Implementation • Facilitate your students’ participation in Tier 3 when needed (if pull-out is used). • Participate in Team discussions regarding student outcomes. • Collect formal progress monitoring data for “tier 2 only students” (whose progress is not being monitored in tier 3 intervention classes). Mega 2011 - Gibbs

  24. (1) Scientific, research-based instruction • Reading • Report of the National Reading Panel • Math • Report of the National Mathematics Advisory Panel • Content • Organizing Instruction and Study to Improve Student Learning (WWC Practice Guide) Mega 2011 - Gibbs

  25. (1) Some examples of research-based instructional strategies (from Doing What Works website) • Space learning over time • Alternate worked examples with opportunities for practice • Abstract-concrete connections • Higher-order questions • Think-alouds • Student-driven text discussions Mega 2011 - Gibbs

  26. (2) Know which students need Tier 2 support • Results of screening should be noted for each student. • Color-coded or numerically-coded lists of students may be provided as types of reports generated via commercially available screening tools. • Using a color-coding system of “dots in the grade book” may be useful. • Coding Tier 2 and Tier 3 students with a 2 and/or a 3 may be useful. Mega 2011 - Gibbs

  27. (3) Designate time for Tier 2 interventions –K-3 • For students who fail the school’s screening, deliver Tier 2 reading and math interventions. • Deliver small group intervention using scientific, research-based strategies and/or programs. • Plan student center or independent work for non-intervention students. • May use a “walk-to-intervention” model if desired. Mega 2011 - Gibbs

  28. (3) Deliver interventions with fidelity (K-3) • Ensure the following: • Length of lessons is as recommended; • Frequency is as recommended; • Size of group is not larger than recommended; • Materials are available and utilized as intended; • You are prepared to deliver lessons as intended. Mega 2011 - Gibbs

  29. (3) Designate time for Tier 2 interventions –4-12 • Tier 2 intervention consists of classroom support for students in all content areas. • Some portion of the instructional time in content classes should be devoted to collaborative group learning experiences for all students. • Using data to construct groups will allow you to use both a peer-assisted learning environment and a “leveled groups” environment. • You can work closely with students who need support providing explicit instruction and scaffolding as needed to ensure student success. Mega 2011 - Gibbs

  30. (4) Collecting informal assessment data • Work samples including graphic organizers and writing samples completed by tier 2 and tier 3 intervention students can become important sources of data to be used in data-based decision making. • Random samples as well as specifically selected samples may provide useful information regarding the student’s response to intervention. Mega 2011 - Gibbs

  31. (5) Facilitate your students’ Tier 3 participation (applies especially to self-contained k-5 classes in which an acceleration block is not used) • Make sure that students are released on time for intervention classes! • Make sure that you do not (intentionally or unintentionally) penalize students for missing class while attending Tier 3 interventions. • Do not require students to do extra homework or to make up missed work • Help students “fit back into the activity” as they return from intervention • Communicate with the Tier 3 intervention teacher Mega 2011 - Gibbs

  32. (6) PST meeting discussions • Data obtained from both formal progress monitoring and informal progress monitoring should frame PST discussions. • Graphs of formal progress monitoring should be viewed in the context of work samples and other classroom-generated data. Mega 2011 - Gibbs

  33. (7) Collecting formal progress monitoring data • Formal progress monitoring data should be collected for each student participating in interventions. • Minimum progress monitoring frequency should be a district-wide decision • Generally, the classroom teacher should conduct formal Tier 2 progress monitoring for students who are not also in Tier 3 interventions. • The Tier 3 intervention teacher should conduct formal progress monitoring for students receiving Tier 3 intervention • Data from formal progress monitoring should be recorded on the SID form and brought to the PST meetings. Mega 2011 - Gibbs

  34. (7) Some documentation shortcuts! • If student is in tier 2 and tier 3 interventions, progress monitor (PM) and do SID form in tier 3 only? • Explain system policy that all tier 3 students automatically receive tier 2 support in all classes. • Teachers “turn in” data-based groups for each period. • Document provision of Tier 2 through walkthroughs • If student is in tier 2 only, PM and do SID form only 1 time each day (second period)? Mega 2011 - Gibbs

  35. Turn and Talk: Share your 3-2-1 foldable with someone near you Mega 2011 - Gibbs

  36. Tools to facilitate instruction and intervention Mega 2011 - Gibbs

  37. Some VERY Useful Websites for INDEPENDENT Reviews! • What Works Clearinghouse (WWC) • http://ies.ed.gov/ncee/wwc/ • Best Evidence Encyclopedia (BEE) • http://www.bestevidence.org • Promising Practices Network (PPN) • http://www.promisingpractices.net/default.asp • National Center on Response to Intervention • www.rti4success.org Mega 2011 - Gibbs

  38. Scientific Research-Based Mathematics Instruction and Intervention Mega 2011 - Gibbs

  39. National Mathematics Advisory Panel Report(2008) In mastering whole numbers, fractions and geometry and measurement; students need to gain: Conceptual understanding Computational fluency Problem solving Mega 2011 - Gibbs

  40. WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools Recommendation 1. Screen all students to identify those at risk for potential mathematics difficulties and provide interventions to students identified as at risk. Recommendation 2. Instructional materials for students receiving interventions should focus intensely on in-depth treatment of whole numbers in kindergarten through grade 5 and on rational numbers in grades 4 through 8. These materials should be selected by committee. Mega 2011 - Gibbs

  41. WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools Recommendation 3. Instruction during the intervention should be explicit and systematic. This includes providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review. Recommendation 4. Interventions should include instruction on solving word problems that is based on common underlying structures. Mega 2011 - Gibbs

  42. WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools Recommendation 5. Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representations of mathematical ideas. Recommendation 6. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. • www.interventioncentral.org Mega 2011 - Gibbs

  43. WWC Practice Guide – Assisting Students Struggling with Mathematics: RTI for Elementary and Middle Schools Recommendation 7. Monitor the progress of students receiving supplemental instruction and other students who are at risk. Recommendation 8. Include motivational strategies in tier 2 and tier 3 interventions. Mega 2011 - Gibbs

  44. Content of Math Interventions DWW website provides an overview of what research has demonstrated in terms of the essential content of math interventions. Content of Math Interventions video clip NCTM Guidelines for Review of Math Interventions Mega 2011 - Gibbs

  45. Some WOW math websites! • http://www.matti.usu.edu/ma/nav/bb_dlib.jsp • Interactive online activities • http://www.oci-sems.com • Otter Creek math products – Mastering Math Facts and Word Problems Made Easy !!!!! • Can download free directions for program implementation!!! • http://www.dadsworksheets.com • Materials needed for Mastering Math Facts and Word Problems Made Easy Mega 2011 - Gibbs

  46. Some WOW math websites! • http://www.learner.org/courses/learningmath/ • Awesome PD site for teachers! • http://www.pballew.net/etyindex.html • Math vocabulary • http://illuminations.nctm.org/Lessons.aspx • NCTM amazing standards-based lessons and materials!  Mega 2011 - Gibbs

  47. Tier 2 Literacy Intervention: Grades K-3 Mega 2011 - Gibbs

  48. Effective Tier 2 Literacy Intervention Mega 2011 - Gibbs A standard treatment protocol may be a good option at this level. Use screening criterion to determine student’s need for Tier 2 intervention. Provide a broad-based intervention which will meet the needs of at least 75 percent of your struggling readers.

  49. Research analysis illustrates that all highly effective Tier 2 interventions emphasize: • phonological awareness • decoding, and word study • guided and independent reading of progressively more difficult text • writing exercises • engaging students in practicing comprehension strategies while reading text (Scammacca, et al., 2007) Mega 2011 - Gibbs

  50. Intervention studies illustrating examples of effective Tier 2 options…. Mega 2011 - Gibbs

More Related