WORKING TOGETHER TO MEET ALL STUDENTS’ NEEDS

Classroom Teachers

Central Office

Support Staff

RTI/RTA Specialists

Special Educati

on Teacher

s CCStuden

ts

GROWTH and LEARNING FOR EVERYONE2013/2014 Presentation by Myssi Turner

Goals:

Obtain a better understanding of RTI by building a common language across the district

Know the difference between differentiation and interventions

Implement effective differentiation practices & interventions into daily classroom routines

Learn where to locate resources/tools and the right intervention

Show What You Know….

Label one post-it note per term: Student RIT scores RIT Scale RTI DesCartes Instructional Level Differentiation Interventions

Explain what each term is….

YOU HAVE FOUR MINUTES.

http://www.online-stopwatch.com/countdown-timer/

The RTI framework represents a fundamental rethinking and reshaping of general education into a multilevel system oriented toward early intervention and prevention. In other words, the focus of RTI is on intervention and prevention as opposed to disability identification and eligibility for special education services (D. Fuchs, 2012). Prevention is key to promoting school success. As educators, we need to help students avoid school dropout, unemployment, incarceration, poor health, and a myriad of other negative consequences related to poor success in school.

Refer to page 9 in your RTI Handbook.Read the “Classroom Teachers” description.

Classroom Teachers Roles and Responsibilities• Provide core instruction, core (Level 1) differentiation,

and/or Level 2 (classroom level) interventions to students as required.

• Attend all grade level team (GLT) meetings.• Monitor the progress of ALL students receiving Level 2

intervention.• Complete CCS Intervention Grapher for each student within

Level 2 and Level 3 intervention in partnership with person providing the intervention.

• Maintain appropriate communication with parents on student progress (phone calls, letters home, parent conferences, etc.)

• Any other responsibilities assigned by the building principal at his/her discretion.

Refer to page 6 & 10.

Elementary

Principal

BUILDING LEVEL TEAM (BLT)

Grade Level Team

(GLT) Student Level Team (SLT)

Student Level Team (SLT) Members:

o Principal/Co-Chair o Parent (as appropriate) o Classroom Teacher o * RTI Specialist,

*Counselor,*FRYSC, */Behavior Specialist, *Intervention teacher,*Speech Pathologist (*As Needed)

Plan intensive intervention

Review student progress and make data-based decisions

Meet As Needed Prior to and during Level 3 Intervention

Building Level Team (BLT) Members:

o Principal o BLT Chair o Counselors o Staff Developer o RTI Specialist o *Intervention

Teachers, *FRYSC, *Speech-language pathologist (*As Needed)

Meet once per month (at the discretion of the Principal)

Data Review & Analysis

School-wide Academic & Behavior Intervention Planning

Grade Level Team (GLT) Members:

o Principal/BLT Chair o Staff Developer o Grade Level Teachers o *RTI

Specialist,*Counselor,*FRYSC, *Intervention teacher, *Behavior Specialist (*As Needed)

Meet Once Per Month for RTI purposes o Core (Level 1) Differentiation

Planning o Level 2 Classroom Intervention

Planning o Review student progress and make

data-based decisions

Communicate data to BLT

Is there a core need?

Who needs Level 2 Intervention?

What should we do for Level 2 Intervention?

What is the responsiveness to the Intervention?

GLTs

Examine various formal and informal data to drive core instruction.

Embedded PD on topics that address opportunities and challenges for core

instruction.Design appropriate Level 1 and 2

differentiation/ interventions and plan for implementation.

  Level 1 Level 2 Level 3Curricular Breadth

Core Core + Supplemental Core + Supplemental and/or Intensive

Curricular Focus

Reading and Math:

As Required by Curriculum

 Behavior:

As Required by School-wide Expectations

Reading, Math, and Behavior:

 Targeted area(s) of

Deficit as identified by the Grade/Content Level

Team  

Reading, Math, and Behavior:

 Specific deficit(s) as

identified by the Student Level Team

  

Time As Required by building

schedule for core instruction

  

 

Minimum of three times per week/30 minutes or

more or as prescribed by the intervention as

designed

Minimum of three times per week/30 minutes or more or as prescribed by the intervention as

designed

Group Size

Whole Classroom No more than 6-8 students (or as

determined appropriate by the Building Level

Team)

No more than 3 students (or as

determined appropriate by the Building Level

Team)Frequenc

y of Progress Monitorin

g

Three times a year (Universal Benchmarks)

Weekly or less as deemed necessary by the

Grade/Content Level Team

Weekly or more as deemed necessary by

the Student Level Team

Levels of Intervention Overview

Differentiation

Differentiated instruction includes changes to instruction designed to meet the needs of students at a different instructional levels within the classroom and should be a natural part of a good core instruction at LEVEL 1. It may involve a combination of Accommodations (changes to the way a child is expected to learn or how he/she is tested which eliminate obstacles that would interfere with a student’s ability to perform at the same standard of performance as all general education students) and Modifications (changes to what a child is expected to learn which lower the standards of performance). It may also include additional small group instruction and/or purposeful design of instructional centers within the classroom. (RTI HB p. 12-16)

This occurs in Level 1. We are beginning with level 1 by building a strong core with differentiation then moving to Level 2 interventions.

Differentiation by Readiness:

Content - what a student should know, understand, and be able to do as a result of the lesson (MUST provide access to same curriculum for all students)

Process - Activities designed to help the student come to make sense of or “own” the content

Product - How the student will demonstrate and extend what she has come to know, understand, and be able to do

Sample Classroom Methods

Baseline Assessment SF: Strategic interventions- Leveled

Readers/Small Group Lessons/Sleuth Text Selection- questions and strategies to

meet the learner’s needs SF: Independent Stations SF: Blue teacher kit labeled incorrectly as

Response to Intervention Kit Compass Teacher centered station/center

Sample Classroom MethodsEDM:PreAssessments Every day, for every lesson, Section 3 identifies a variety of activities for differentiation.  There are activities for advanced learners, as well as for readiness and ELL students

EDM recommends: (average times) 3-5 minutes Mental Math and Reflexes3-5 minutes Math Message3-5 minutes Home Link or Study Link Follow-up Part 1 - 20 - 25 minutesPart 2 - 20 - 25 minutes Game time daily for 7-10 minutes Going with the high end of time is the best option (if there are a few extra minutes, students can write and react in a math notebook or interactive journal OR review/reteach/enrich with Coach books) Part 3 - Differentiation options, as needed (this can be done during the whole group lesson - if you have students who don't need to hear what you are teaching, they need to be doing the enrichment activities. If students need additional support, they can be doing some of the readiness activities (with support)

Plan for Basic Classroom Differentiation

Students have to be exposed to grade level standard: whole group lesson and grade level text- weekly selection

Flexible grouping-Look at DesCartes and (BASELINE DATA) to determine if students are working on, below, or above grade level based on their RIT scores.

RIT SCORES indicate students’ current instructional level (NOT mastery level), aligns with content and skills that are most appropriate for student instruction, aligns with national normative data, aligns with proficiency benchmarks for your state, reported for subject area tested as well as goal areas as defined by your standards

RIT SCALE is an equal-interval scale measuring academic growth like a yardstick measures physical growth, aligns with both normative data and instructional content and skills and is not grade-level dependent

http://buildingrti.utexas.org/rti-presentations/differentiated-instruction-key-to-student-success/ Video Example of Differentiation

Targeting Skills

• What is it that none of my students know?

• What is it that a few of my students know?

• What is it that most of my students know?

• What is it that all of my students know?

Sample from DesCartes:

DesCartes gives teachers the ability to start where students are.

.

The column on the left,Skills and Concepts toEnhance, includes thoseskills and concepts thatstudents may needcontinued reinforcement,support, and enhancementto maintain.In

In the center column, Skillsand Concepts to Develop,are those skills and conceptsthe students are ready tolearn. These include skillsand concepts that teachersmay want to include incurrent classroominstruction.

The column on the right,Skills and Concepts toIntroduce, includes skills andconcepts that studentsmight be ready to learn ifthe appropriate groundworkis laid or if a task ispresented in a morestructured format.

Student responds correctly to test item 75% of the time

Student responds correctly to test item 50% of the time

Student responds correctly to test item 25% of the time

1. Identify skill/standard/goal to be addressed (Match up to current unit of study) Example: EDM Grade 4, Unit 4 Decimals and Their Uses & Standards that are aligned

2. Identify RIT bands that are present in your class3. Match RIT bands to DesCartes statements

Planning anInstructional Ladder

Remember this is just one snapshot of your student. Use professional judgment and other data sources when placing students in groups.

Uses for DesCartesFlexible grouping for instructionFocusing instructionMonitoring students’ progressAdvancing students who are on outer ranges

of a classResource for targeting and individualizing

instruction

Remember your grade level team? You will need to work with them by providing this information. Our purpose for using DesCartes is for differentiating in the classroom. What might this look like in your classroom? Building?

Thinking PointsHow would you address students in the lower

RIT ranges that are not yet prepared to learn the grade level standard?

How would you address students in the upper RIT ranges who are able to measure in smaller increments?

If more than 20% of the class population is not responding to regular classroom instruction, LEVEL 1 instruction or classroom management should first be analyzed and changes made before planning LEVEL 2 interventions.

Level 2 of RTI…..

So what if differentiation is not working….

Interventions

An intervention is a specific academic/behavioral strategy or program that differs from activities occurring in the student’s classroom as part of the general curriculum. An intervention is instruction designed to build/improve an at-risk student’s skills in areas that are necessary to allow him/her to achieve grade-level expectations.

Work with a partner to decide which statements

are interventions.

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Interventions

Must involve instruction. Must be provided in a small group or individually. Must be in addition to not in place of the general

curriculum. Must be provided consistently a minimum of 3 x a

week over a period of at least 6 weeks. Cannot be more of the same thing, presented in

the same way. Must be focused on remediating a skill deficit.

Must have a logical structure/progression of skills or be targeted to a specific identified weakness.

Ideas as to where interventions could take place in your daily routine

What about RBI time? Does it occur in your building?

If not, could it time wise? If so, how is it occurring?Use of targeted interventions for Numbers

and Operations & Integration of Ideas and Vocabulary and Acquisition

Planning Ahead….be prepared to discuss

An intervention is a specific academic/behavioral strategy or program that differs from activities occurring in the student’s classroom as part of the general curriculum. An intervention is instruction designed to build/improve an at-risk student’s skills in areas that are necessary to allow him/her to achieve grade-level expectations.

You are working on skill deficits.

Explicit instruction with modelingSystematic instruction with scaffoldingMultiple opportunities for practice with

corrective feedbackAdequate pacing

(Where is it that we find the best intervention for that skill? Core program suggestions??? Using something other than what we tried whole class.)

Effective Interventions

Start with Core programsWhat standard/skill are you currently working

on?Tie that to where students fall in their RIT

Band, then look for that set of skills in DesCartes.

Focus on the skills to DEVELOP

What can I use for interventions?Instruction & Modeling + Practice & PACING + Progress Monitoring = Effective Intervention

So how does this look in the classroom?

When you apply the effective traits of intervention to any of our researched based resources, you have an Intervention.

If any of those pieces are missing, you do not have an intervention.

Video Example of Interventions: http://buildingrti.utexas.org/rti-presentations/differentiated-instruction-key-to-student-success/

Instruction & Modeling + Practice & PACING + Progress Monitoring = Effective Intervention

I do 1.Teacher models and explains

We do2.Students practice (with teacher’s guidance) what the teacher modeled 3.Teacher provides prompts/feedback 4.Students apply skill as teacher scaffolds instruction

You do5.Students practice independently 6.Teacher provides feedback7. Teacher tracks progress As you design interventions that are systematic and explicit, make sure you spend plenty of time on the “We do” stage. That is your best opportunity to catch mistakes and clarify misconceptions.

Where do I get interventions?

http://np.harlan.k12.ia.us/reading_center.htm

http://www.interventioncentral.org/

http://buildingrti.utexas.org/rti-presentations/differentiated-instruction-key-to-student-success/

Packet of Interventions- provided

http://www.fcrr.org/assessment/ET/routines/routines.html

Instructional Routines before Student Center Activities for Small Groups

Student Center Activities for Small Groups

http://www.fcrr.org/curriculum/SCAindex.shtm

Voyager or Sidewalks

Number Worlds

http://www.fcrr.org/curriculum/SCAindex.shtm

Student Center Activities for Small Groups

http://www.fcrr.org/assessment/ET/routines/routines.html

Instructional Routines before Student Center Activities for Small Groups