implementing tier 2 adapted from a keynote presentation by jeff grimes and david tilly at the 2006...

Implementing Tier 2

Adapted from a Keynote presentation by Jeff Grimes and David Tilly at the 2006 Innovations Conference Lansing, Michigan

July 22 Indianapolis

Christi Whitter – Principalwhitterc@usd231.com or (913)856-0400

Why Use A Tiered Model of Instruction?

What’s it like to struggle?

One Minute Activities

• Write about something you are looking forward to . . .

• Write about something that did not go well(do not use any words that have the letter “n” in them)

* Write about something in that past that went well (do not use any words that have the letter “n” in them, and use your non-dominant hand to write)

Vision of RtI

• RtI is a process carried out predominately through general education. It requires that ALL teachers take responsibility for ALL students.

• RtI is a TOOL FOR EARLY SUPPORT so that students do not have to wait to receive the intensity of instruction needed to progress.

• RtI is a TOOL FOR SUPPORT so that students do not have to struggle prior to receiving targeted or intervention instruction.

Different Routes To The Same Place

• Tier 1 – look at a map

• Tier 2 – MapQuest directions plus map

• Tier 3 – GPS unit, plus MapQuest, plus map

The Necessity for Differentiated Support

• A child who completes 2nd grade without being able to read proficiently has only a 25% chance of reading at grade level (Gettinger & Stoiber, 2007)

• Majority of 4th grade students with reading problems will have them in high school and have a higher probability of dropping out of school (Scarborough, 2001)

• Children who fall behind at an early age (K and grade 1) fall further and further behind over time. Longitudinal studies show that of the children who are diagnosed as reading disabled in third grade, 74% remain disabled in ninth grade (Fletcher, et al., 1994; Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992; Stanovich, 1986; Stanovich & Siegel, 1994).

Why Provide Differentiated Support?

• Learners who are struggling readers are more likely to experience continuous failure, be referred and placed in special education, to experience life in the lower track in school, and to enter the world after school as a high school dropout (Tivan & Hemphill, 2005)

• About 60% of students with learning disabilities become high school dropouts (Frankenberger & Franzaglio, 1991)

• It is thought that up to 75% of students identified as Special Education students do not have Learning Disabilities, they do instead have a lack of appropriate and needed reading instruction (Haager & Windmueller, 2001)

Differentiated Core Instruction is Critical

(Good, Simmons, & Smith, 1998)

Reading trajectories are remarkably stable.

Intervention often occurs here

Early intervention

is more effective,

because there is less to

“catch up.”

Reading Achievement

Past practice has been to intervene too late – when the gap is wider.

What schools most need . . .

-- to begin systematically harnessing the power of collective intelligence that already resides in the school to solve problems. Smoker, in DeFour, 2004

-- We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds

Among Other Things, When You Implement Tier 2, You Must…

1. Set Clear Direction and Use Data to Guide You

2. Bring together multiple constituencies

3. Never Give Up

4. Monitor Your Progress and Modify as You Go - Be Flexible

5. Deal Effectively with Detractors

6. Juggle Multiple Tasks at Once

7. Be Tolerant of and Celebrate Mistakes

#1 - Set Clear Direction and Use Your Data

• If you don’t know where you’re going, you’ll be sure to get there

• Folks in RTI systems know what they are looking for

• “Better outcomes for kids” always guides our decision making

• And data are our guide…

Assessment

Important Feature….

• Assessments chosen need to be

• valid,

• reliable, and

• based on scientifically based research.

PUBLISHEDASSESSMENTS

SUFFICIENTTECHNICALADEQUACY

=

4 Types of Assessments

TYPE USE PURPOSEOutcome(Summative)

Evaluate student performance after instruction is completed.

“Reaching our goals”

Universal Screening(Formative)

Identify students who need more intense assessment to determine the potential for intervention.

“First Alert”

Progress Monitoring(Formative)

Determine student progress and to plan differentiated instruction.

“Growth Charts”

Diagnostic(Formative)

Plan instruction, including intensive intervention strategies.

“In-depth View”

Comprehensive Assessment System

There are four steps in developing a comprehensive assessment system:

1.selecting assessments

2.determining who will conduct assessments,

3.assessment schedule, and

4.establishing a data management system

Hall, 2008

Outcome Assessments

EXAMPLES USE PURPOSE QUESTIONS

•State Assessments•Other Group Assessments

Evaluate student performance after instruction is completed.

“Reaching our goals”

Are students meeting standards?Are instructional programs effective?Have we accomplished our goals for a student, a class or a district?What needs changing next year? What things should we continue?

Universal Screening

EXAMPLES

USE PURPOSE

QUESTIONS

•DIBELS•AIMSWEB

identify children who need more intense assessment to determine the potential for intervention.

“First Alert”

Who is at risk?Who may need additional assistance?Who needs close monitoring?

Screening Measures From The Medical

Field

Non-Examples From The

Medical Field

• Curriculum Based Measurements• Given 3 times per year• Measures accuracy and fluency on critical

skills• Brief and easy to administer• Includes multiple forms to use for progress

monitoring• Provides student, class, grade and district

level data

Universal Screeners

Universal Screening

• “Simple” tasks predict complex reading skills very well---especially if the measures reflect accuracy and speed.”

• “What is tested is simpler than what is taught: Both foundational skills and comprehension will need to be taught, even though comprehension may not be tested thoroughly.”

(Moats, 2005)

Group 1:

Accurate and Fluent

Comprehension Focus

Group 2:

Accurate but Slow Rate

Fluency Focus

Group 3:

Inaccurate and Slow Rate

Accuracy Focus( Phonological Awareness, Phonics,

Sight Word Recognition)

Group 4:

Inaccurate but High Rate

Self-Monitoring/ Accuracy Focus

Determining Instructional Focus Using Oral Reading Fluency

Four Quadrant Instructional SortQuadrant 1Accurate and Fluent Reader

Plan of Action:•Instruction on monitoring for meaning•Instruction on fix-up strategies•Instruction on vocabulary strategies

•Intervention:•6-Way Paragraphs

Exit Criteria

Quadrant 2Accurate and Slow Reader (lack of automaticity)

Plan of Action:•Instruction on automaticity•Repeated and assisted reading of passages•Instruction on pacing and phrasing

•Intervention:•Six Minute Solution

Exit Criteria

Quadrant 3Inaccurate and Slow Reader

Plan of Action:•Give additional phonics/PA assessments•Instruction on missing decoding skills•Instruction on missing sight words•Work on applying skills to connected text at instructional level•Practice reading in connected decodable text

Quadrant 4Inaccurate and Fluent Reader

Plan of Action:•Give additional phonics/PA assessments•Teach student to adjust rate of reading to type of text and purpose for reading•Instruction on missing decoding skills•Instruction on sight words•Practice reading in connected decodable text

Individual Student Plans

READING INSTRUCTIONAL INTERVENTION PLANSTUDENT_____________________________________TEACHER ____________________________________DATE WRITTEN________________________________DATE REVIEWED ______________________________Comprehension Fluency Phonemic Awareness Phonics VocabularyCONCERN:

Measurable Data -Teacher Observations –HYPOTHESIS: (I think _________ is having difficulty because . . . .)WHAT IS WORKING . . . . ? WHAT IS NOT WORKING . . . .?

BRAINSTORM POSSIBLE INSTRUCTIONAL INTERVENTIONS, STAR THOSE SELECTED TO IMPLEMENT:

IMPLEMENTATION PLAN

TIME INTERVENTION WILL BE PROVIDED & POSSIBLE MANAGEMENT ISSUESMATERIALS NEEDEDPERSON PROVIDING THE INTERVENTION(S)HOW WILL SUCCESS BE DETERMINEDCOMMUNICATION PLANHOME COMPONENT

MEASURABLE GOAL:

A1.4.1a A1.4.1e A3.2.2 K1.2.1 K1.2.5a K1.2.5b K1.2.5c K1.2.5d K2.3.2 Item

4 4 3 4 4 3 4 4 4 94%

4 3 1 3 4 2 4 2 3 72%

4 4 0 4 4 3 3 4 3 81%

4 1 1 3 4 2 3 0 3 58%

3 0 1 1 2 3 4 3 2 53%

4 4 2 4 4 4 4 3 4 92%

3 1               50%

4 3 2 4 4 3 4 2 2 78%

3 4 0 4 4 4 4 2 2 75%

1 1 0 2 1 3 2 1 0 31%

3 3 1 4 4 3 4 4 3 81%

    4 4 3 3 4 3 4 89%

4 2 2 4 4 4 4 3 2 81%

4 2 1 3 4 1 3 1 4 64%

3 3 1 3 4 3 3 3 3 72%

4 4 3 3 4 3 2 3 4 83%

2 3 2 3 3 3 3 2 3 67%

4 3 0 2 1 3 1 2 2 50%

4 3 2 3 3 3 3 2 3 72%

3 4 1 4 4 2 4 2 2 72%

4 2 0 4 4 2 4 3 3 72%

3 1 0 3 4 3 1 3 3 58%

4 3 1 3 4 4 3 3 2 75%

90.91% 63.64% 13.64% 86.36% 86.36% 77.27% 81.82% 54.55% 63.64%  

On Track

Some Support

Intense Support

Fall

Winter

Spring

Kindergarten

GOAL: By Spring, we want ___% of our students to be

“on-track” with their literacy skills.

School Building Reading Goals

• By May 9th 90% of MDE students will be reading at grade level as measured by Fountas & Pinnell.

• By May 9th 90% of MDE students will be at benchmark for fluency, accuracy, and retell as measured by DIBELS.

• By May 9th 90% of MDE students will meet grade level reading indicators as measured by quarterly tests.

• 100% of 3rd & 4th grade MDE students will be “proficient” as measured by KS State Assessments.

Assessment Wall

Progress Monitoring Assessments

EXAMPLES USE PURPOSE QUESTIONS

•DIBELS•AIMSWEB•Common Formative Assessment

use information to determine student progress and to plan differentiated instruction.

“Growth Charts”

Who needs extra support?How should groups be formed?Which skills need emphasizing?

Nine Characteristics of Progress Monitoring Assessments

1. Assess specific skills embodied in state standards

2. Assess target skills

3. Be sensitive to small growth increments

4. Administered repeatedly

5. Data displays

6. Comparable across students

7. Administered efficiently over short periods

8. Can monitor student progress over time

9. Relevant to development of instruction

Matching Progress Monitoring to Instructional Focus

Focus of Instruction Progress Monitor

Letter Sounds Letter Sound Fluency

Phoneme Segmentation Phoneme Segmentation Fluency

Short Vowels Nonsense Word Fluency

Accuracy (Advanced Phonics)

Oral Reading Fluency Passages (Accuracy percent)

Fluency Oral Reading Fluency Passage (wcpm)

Comprehension Maze Passages

Frequency of Progress Monitoring

• Supplemental – every two to three weeks

• Intensive – weekly

• 20-30 alternate forms per grade level is sufficient

Decision Rules for Progress Monitoring

• Number of consecutive data points needed to make an accurate instructional decision.

• Criteria for entering and exiting tiered intervention

• Instructional decisions are typically made during regular scheduled collaborative meetings and based on data

not consecutively above or below

3 consecutively below

3 consecutively above

Diagnostic Process and Assessment

EXAMPLES

USE PURPOSE QUESTIONS

•QPS•PAST•GORT IV•PALS•CTOPP

use information to plan instruction, including intensive intervention strategies.

“In-depth View”

What are the strengths?The weaknesses?Are other students exhibiting similar profiles?

Formal Diagnostic Assessment

• Designed to provide precise and detailed information of a student’s knowledge and skill

• Can be deducted any time during the year when a more in-depth knowledge of student’s strengths and weaknesses is needed

• Diagnostic information from computer –adaptive group assessment can be used to differentiate the core.

Decision Rules for Diagnostic Assessments

• All buildings should have decision rules to address:

• How data from the diagnostic process will be used to assign students to homogenous groups

• When additional formal diagnostic assessments will be given.

Fidelity of Standardized Administration

Professional Development for Assessments

Examiners need:

–excellent training,

–opportunities to practice

–periodic ongoing training

–experienced examiners to check first-time examiners scores, and

–opportunities to shadow score

Ensuring Fidelity

Not About Punishment About Providing Support

Where do all these

assessments fit?

Using Assessment Data to Drive Instruction

Assessment Decision Making Steps

Assessment Decision/Questions

Assessment Data

1. Identify Need Are there students who may need support? How many? Which students?

Screening data

2. Validate Need Are we confident that the identified students need support?

Diagnostic data and additional information

3. Plan and Implement What level of support for which students? How to group student?

Screening and diagnostic data

4. Evaluate and Modify Support

Is the support effective for individual students?

Progress monitoring data

5. Evaluate Outcomes How effective is core support, supplemental support, and intensive support

Screening data

Dynamic Measurement Group

#2 - Bring Together Multiple Key Constituencies

• RTI is about bringing people together to help students achieve– General Education– Special Education– Title 1 and “at-risk”– Gifted Education– ELL– Classified, Certified, Building

and District Administration– Parents / Home– ALL OF EDUCATION

#2 - It May Feel Like This

Herding Cats

Nuts and Bolts of Infrastructure

• Data Builds Buy In!

• NCLB & IDEA – it’s an every ed issue, focus on breaking down invisible walls

• Change in how and who provides support

• Typically General Ed needs the “why” explained and Special Ed needs to adapt to role changes

• This can get everyone stuck

Scheduling

• Pick your model (all school, cross grade level, pull-out, in class, intervention team, or other) considering pros and cons for your school

See handout for ideas• Make the Change – Do It – Re-examine• Things to remember:

– Most qualified work with the neediest– Grade level or class with more needs gets support

Example: Model of Instruction Walk to Intervention (45 students)

Teacher B(Multisyllabic Words)

5 Students

Title Teacher(Decoding)5 Students

Teacher A(Enrichment /Grade

Level Group)22 students

Special Education Teacher

(Phonemic Awareness)3 students

Teacher D(Comprehension)

5 Students

Teacher C(Fluency)

5 Students

Tier 2 Guidelines

• Core– 90 minutes of uninterrupted time.

• Targeted– an additional 30 minutes of targeted

instruction should be provided beyond the core with homogeneous groups of 3-5 students

• Intensive– 60 additional minutes of instruction beyond

the core instruction with homogeneous groups

of 1-3 students

Group Size and Time

• Remember that group size and amount of time are estimations

• Student data will indicate if the group size/time is sufficient.

• If students are not making progress the group size may need to be smaller

• Adjust group size before increasing intervention time

Decision Rules for School Schedules

• Common collaboration time

• Availability of specialists

• Maximize student time on task

• Minimize transitioning

• Minimum time allocations for core instruction

• Other decision rules that may affect your schedule

Considerations for Scheduling

• When will supplemental instruction be scheduled

• When will intensive instruction be scheduled

• Any requirements for entitlement classes

• Itinerant staff schedules

• Special class schedules (orchestra, etc.)

• Space considerations

Blocking a Tiered Schedule

1. Block non-negotiables such as beginning and ending times of school day

2. Lunch (rotation could be changed)

3. Itinerant/shared teachers

4. Intervention blocks

5. Core reading

6. Kindergarten(half day)

Kdg 1st 2nd 3rd 4th 5th 6th

8:00-8:30

Intervention Reading Reading

8:30-9 Reading Intervention Reading

9:9:30 Reading Intervention

9:30-10 Reading Intervention Reading

10-10:30 Intervention

10:30-11 Intervention

11-11:30 Intervention

11:30-12

12-12:30

12:30-1

1-1:30

1:30-2

2-2:302:30-3

3-3:30

Blocking a Walk to Intervention Schedule K-6

Sample Elementary Schedule

First Grade Second Grade Third Grade Fourth Grade

8:15

8:30 Reading Reading Content Tier 2 Math

9:00 Reading Reading Content Math

9:30 Reading Reading Tier 2 Math Math

10:00 Reading Recess Math Specials

10:30 Recess Tier 2 Reading Math Specials

11:00 Tier 2 Reading Content Specials Lunch

11:30 Math Lunch Specials Recess

12:00 Tier 2 Math Recess Lunch Reading

12:30 Lunch Specials Recess Reading

1:00 Recess Specials Tier 2 Reading Reading

1:30 Specials Content Reading Recess

2:00 Specials Math Reading Tier 2 Reading

2:30 Content Math Reading Content

3:00 Content Tier 2 Math Recess Content

LC = W LC = Th LC = T LC = M

Forming Groups

Data Analysis

1. Check data to see if there are skills that a majority of students did not master. Those should be re-taught to whole group.

2. Make note cards for each student. List areas of need OR use sorting quadrant template.

3. Start grouping based on need. For students who have multiple needs, you will need to decide which skill(s) are a high need.

Stages of Reader Development

Reading progresses along stages of development

• the lack of mastery at any one stage can halt the progress beyond that level.

• teachers must use assessment to determine a reader’s developmental stage,

• plan instruction, and

• teach concepts and strategies needed.

Considerations for Supplemental and Intensive Curriculum

• Materials must provide focused skill-based instruction

• Skill-based instruction refers to the five essential areas of reading; phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Resources(Human and Curriculum)

• Think creatively, not what’s always been done!

Error Analysis2 students with same ORF score

• Student “A”Read all sight words

correctlyHad accuracy rate of 99%Self-corrected words,

specifically tried short vowel in all words then would go back and used long vowel

Read slowly and would often reread

• Student “B”Misread 8 of 21 sight wordsDropped the endings off of

words (i.e. ing, ed)Misread words typically had

blendsAccuracy rate of 72%Never self-correctedRead very quickly without

acknowledging punctuation

Sample Intervention Programs Reading

• K Pals• Pals• Reading Mastery• 6 Minute Solution• Read Well Naturally• Sound Partners• SRA Decoding Strategies• SRA Early Reading Tutor• Quick Reads• Word Sorts (or list Words Their Way as a resource)• Bookshop Phonics (Mondo)• Readers’ Theater

Check out Florida Reading Website at www.fcrr.org

What Training Is Needed For Staff?

• Assessments (on-line & “coach”)• Data & Error Analysis (LC, Mentor, practice)• Overview of RtI (all staff)• Core Curriculum (Mentor, Walk-Through)• Intervention Programs (LC, “coach”)• Delivery (all staff)• Big 5 Of Reading (on-going book studies,

videos, coaching)

Program Warning

• All programs are not created equally•Reteaching, modeling, and more guided practice is

often needed•Train Staff On Good Instruction•Using Learning Communities & Data•Possible Resource: “I’ve DIBELed Now What?”

By Susan Hall•Fidelity Issues•Examples

Sample Tier 2 Interventions

First Grade – Mrs. Simmons Tier 2 Sight Words

Sample Tier 2 Interventions

2nd Grade Mrs. McIntire Tier 2 Sight Words

Sample Tier 2 Interventions

3rd Grade Mrs. Watchous Tier 2 Phonics

Sample Tier 2 Interventions

3rd Grade Mrs. Watchous

Applying phonics lessons and practicing fluency

Sample Tier 2 Interventions

3rd Grade Miss Miller Tier 2 Fluency Lesson

Sample Tier 2 Interventions

2nd Grade Mrs. McIntire Fluency Practice

#3 – Never Give Up

• Does it ever feel like the work is never done?

• As soon as you push the rock up the hill, it seems to roll back down…

• It seems like the odds are stacked against you…

• This happens to winners all the time…

Instructional Practices

• Explicit Instruction

• Systematic Instruction

• Scaffolded Instruction

• Differentiated Instruction

• Pacing

Explicit Instruction

Systematic Instruction

Scaffolded Instruction

I Do

We Do

You Do

Ample

Opportunities

For Practice

Differentiated Instruction

Differentiation of Teacher-Directed Instruction:is a teacher’s response to learners’ needs

guided by general principles of differentiation, such as

sequence of instructionflexible grouping

materials & resources

Teachers can differentiate instruction by:

process productcontent

use of datateachers & reading coaches

collaborating in planning

according to

Student Interests

Time & Group Size

Student Readiness

(Data)

(Adapted from: Tomlinson & Allan 2000)

learningenvironment

Examples of Differentiating Content

• Varying reading levels• Putting text materials on tape• Using spelling or vocabulary lists at

readiness levels of students• Presenting ideas through both auditory and

visual means• Using reading buddies• Meeting with small groups-reteach or

extend

(Tomlinson, 2001)

Examples of Differentiating Process

• Tiered activities-all learners work with same important information and skills but proceed with different levels of support, challenge or complexities

• Provide interest centers that encourage students to explore subsets of class topic

• Develop personal agendas• Provide manipulatives or other hands on

supports• Vary length of time a student may take to

complete task

(Tomlinson, 2001)

Examples of Differentiating Product

• Options of how to express information learned

• Using rubrics that match and extend varied skill levels

• Allow students to work alone or in small groups for products

• Encourage students to create their own product assignments

(Tomlinson, 2001)

Examples of Differentiating Learning Environment

• Provide places to work around the room that are quiet or invite collaboration

• Provide materials that are culturally sensitive• Set clear guidelines for independent work/matches

student needs• Develop routines that allow students to get help

when teacher is not available (working in small groups)

• Helping students understand that some learners need to move around while others sit quietly

(Tomlinson, 2001)

#4 - Monitor Your Progress

• Collect data on your implementation– Process– Result

• Be flexible enough to make changes quickly and efficiently.

• Communication!

# 4 – Be Flexible

• There are many paths to the same destination

• In RTI, the principles underlying the system are the same in each implementation

The Running of the…

• It is not the strongest who survive, but the most adaptable…

Charles Darwin

#5 – Deal Effectively With Detractors

• Every implementation has people who– Have never tried

what is being proposed

– Can tell you 100 reasons why it won’t work

• Indeed, some of them seem to project the following concepts into your implementation…

#6 – Juggling Multiple Tasks at Once

• Implementing RTI in systems already implementing the old system is a challenge

• Must run a dual system for at least a while

• It is like building an airplane in flight

In Flight Clip

“The greatest difficulty lies not in persuading people to accept new ideas, but in persuading them to

abandon old ones.”

John Maynard KeynesJohn Maynard Keynes

#7 - Celebrating Mistakes

• We all make them

• It is not whether they are made

• It is about our attitude toward them

• And how we react to them that makes the difference

Lesson From Oz

• It takes courage• It takes heart • It takes knowledge

• You have all that is required to support a system of success for all children. It’s our work, our passion our purpose.

• Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

Margaret MeadUS anthropologist (1901 - 1978)