it’s about time: planning interventions and extensions in ... · the brutal facts less than 1...

It’s About Time:Planning Interventions and Extensions

in Elementary School

Austin Buffum

Presenter: Austin Buffum

#rtiaw

It’s About Time: Planning Interventions and Extensionsin Elementary School

Our Mission

To ensure high levels of learning for allstudents

Frank Leavitt, Universityof Chicago (1912)

“A generation ago the expression ‘a common school education’ meant the training given to that large majority of school children who never had any intention of going to a ‘high’ school. … No one thought of criticizing the common or grammar school because only a small percentage of its graduates went to the high school. Preparation for high school was not the primary purpose of such schools.”

—Leavitt, Elementary School Teacher (1912), 13, p. 80

© Buffum 2016. SolutionTree.com.Do not duplicate. 1

The Brutal Facts

Less than 1 percent of the population directly farms for a living, and less than 10 percent work in factories.

(Hagenbaugh, “U.S. Manufacturing Jobs Fading Away Fast,” USA Today, 2002)

According to the U.S. Department of Labor, nearly two-thirds of the new jobs created between 2006 and 2016 will be in occupations that require postsecondary education or considerable on-the-job training, while jobs requiring routine manual tasks will continue to decrease.

(Chao, remarks prepared for delivery by U.S. secretary of labor Elaine L. Chaoto the Greater Louisville Inc. Metro Chamber of Commerce, 2008)

Formula for Learning

TI + T = LTargeted Instruction + Time = Learning

Variable + Variable = Constant

Traditional Elementary School


Constant + Constant = Variable

© Buffum 2016. SolutionTree.com.Do not duplicate.2

Essential Elements of an Elementary System of Interventions

• Start with PLC critical questions 1 and 2.

In a PLC, Collaborative Teams Focuson Four Key Questions

1. What do we expect students to learn?

2. How do we know they are learning it?

3. How do we respond when they do not learn?

4. How do we respond when they have already learned?

(DuFour, DuFour, Eaker, Many, & Mattos, Learning by Doing:A Handbook for Professional Learning Communities at Work, 2016)

Critical Point!

Essential standards do not represent all that you are going to teach …

It represents the minimum a student must learn to reach high levels of learning.


In a PLC, Collaborative Teams Focuson Four Key Questions

1. What do we expect students to learn?

2. How do we know they are learning it?



(DuFour, DuFour, Eaker, Many, & Mattos, Learning by Doing:A Handbook for Professional Learning Communities at Work, 2016)

To successfully target interventions, you must get down to …

… by student, by standard, by target.


• Start with PLC questions 1 and 2.• All students must have access to grade-

level essential standards.


“In some schools, tracking begins with kindergarten screening, IQ and early achievement tests designed to measure so-called ‘ability’ determine track placement in the elementary years, thus setting in place an educational trajectory for 12 years of schooling. In other schools, tracking is a meritocracy that relies on teacher recommendations, grades, and student motivation to determine placement.”

—Burris & Garrity, Detracking for Excellence and Equity (2008), p. 16

We will stop debating what we think a student can or cannot do, and instead change the question to:

How will we get every child there?

Dr. Sharon Kramer

Chapter 1

Choosing Prevention Before Intervention

Examples from Annoka-Hennepin Schools in Minnesota; Cartwright School District in Arizona


Tier One Led by Teacher Teams

• Identify essential standards for every grade or course.

• Share learning targets with students.

• Give common assessments for every essential standard.

• Identify students for Tier 2 by student, by standard, by target.



level essential standards.• The best intervention is prevention.

Dr. Sharon Kramer

Chapter 1

Choosing Prevention Before Intervention

Examples from Annoka-Hennepin Schools in Minnesota; Cartwright School District in Arizona


Support for All Students Ledby Schoolwide Team

School structures:• Weekly collaboration time

• Universal access to grade-level essentials

• Universal access to core and interventions

• Schoolwide behavioral expectations (PBIS)

Dr. Paula Rogers

Chapter 10

Ensuring “All” Really Means “All”

Examples from Hallsville Public Schools in Texas


IATE Chapter 10

• Teaching PBIS strategies• The anger control strategies are:

– Stop and think. Picture a stop sign and freeze!– The Turtle Technique (Joseph & Strain, 2010):

Get your hands and feet still.– The 3Bs (McConnell & Ryser, 2005): Be quiet.

Back away. Breathe deeply three times.– Relax. Picture a relaxing scene.

Support for All Students Led by Schoolwide Team

Student supports:• Character counts

• PBIS schoolwide instruction

• Schoolwide incentive ticket system

• Schoolwide incentive programs and assemblies



level essential standards.• The best intervention is prevention.• There must be a timely, systematic process

to identify students who need extra help.


Staff Recommendation Process

The process should:• Take place about every three weeks.

• Involve all team members.

• Avoid being too laborious.

• Offer a 360-degree view.




to identify students who need extra help.• There must be a flexible time in the master

schedule to provide supplemental interventions.

The Question Is Not …

Should we build flexible time into our schedule?

But …

How will we build flexible time into our schedule?


How Much Time and How Often?

• Frequently (weekly)

• About 30 minutes per session

• Available to all students

Students cannot miss new essential standards.

Elementary Model PRTI

R. H. Dana


R. H. Dana

R. H. Dana

Guided-Process Reading With

Classroom Teacher

Silent, Sustained Reading

Computer-Assisted

Instruction

Worksheets

Dose 1

Dose 2

Dose 3

Dose 4

Intervention ClassroomInstructional Aide Instructional Aide

Resource Reading Teacher

Instructional Aide


R. H. Dana Elementary School Grade-Level Intervention Schedules (2007–2008)

Elements of Success

• Intensity was sufficient to close achievement and skill gaps.

• Classroom teachers were involved, but it wasn’t all up to them.

• Interventions were highly targeted.

• Principal was deeply involved.

Example of TLC Structure

ABC Elementary School has:• 120 first-grade students• 4 first-grade teachers

Student–teacher ratio is 30:1.

Now add the following staff:• 1 teacher for special day class• 1 instructional aide for SDC• 1 resource teacher• 2 instructional aides for RSP• 2 Title-1 funded instructional aides

Student–teacher ratio is 11:1.


Language Arts block

50 minutes

2 hoursScaffolding is only part of language arts instruction.

TLC Scaffolded Instruction

1 groupGroup 5

(Advanced)35 children, 1 teacher

35:1 ratio

2 groupsGroup 4

(On track)30 children, 2 teachers–aides

15:1 ratio

3 groups Group 2 (Intensive)

20 children, 3 teachers7:1 ratio

3 groupsGroup 1

(Most intensive)10 children, 3 teachers

3:1 ratio2 groupsGroup 3

(Less intensive)25 children, 2 teachers–aides

12:1 ratio

Specialists work across all grade levels during their TLC blocks.


Lowest student–teacher ratios are provided for the neediest students.

Scaffolded Instruction

Elements of Success

• Intensity was sufficient to close achievement and skill gaps.

• Flexible, fluid groupings were used.• Interventions were targeted.• Extension was an integral part of the

system.• Other resources were made available.• Classroom teachers were involved, but it

wasn’t all up to them.


Brian K. Butler

Chapter 3

Collaborating in the CORE

Examples from Mason Crest Elementary School in Annandale, VA

In reality, the most common reason we see for why most schools don’t revise their master schedule is because the adults in the building don’t want to change it.

Formula for Learning


Variable + Variable = Constant


Traditional Elementary School


Constant + Constant = Variable




to identify students who need extra help.• There must be a flexible time in the master

schedule to provide supplemental interventions.

Thank You!

To schedule professional development at your site, contact Solution Tree at 800.733.6786.


English Language Arts and Science Boy, Were We Wrong About Dinosaurs!

by Kathleen V. Kudlinski (2008) Grade 3

Standards

RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that per-tains to time, sequence, and cause/effect.

RI.3.8: Describe the logical connection between particu-lar sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Preassessments of Prerequisite Skills and Knowledge

Discuss as a class, What do we know about dinosaurs? Brainstorm—make a chart of all ideas.

Discuss scientific method: Find clues, develop a hypothe-sis, and confirm hypothesis.

Discuss cause and effect in everyday events. Model the use of diagrams to explain the event. Students are given versions of the assignment based on their preassessment work.

Introduction

Discuss with students that scientists find clues, develop a hypothesis from the clues, and as more information comes in, either confirm the earlier view or change it to account for new information. Read the book, Boy, Were We Wrong About Dinosaurs! by Kathleen V. Kudlinski.

Scaffolded

A small group of students may need to reread the text—stopping often to dis-cuss key ideas.

Core

Students will pull key ideas from the text.

Using the brainstorming chart, they will categorize ideas into two categories: (1) Boy, Were We Wrong and (2) This Is What We Now Know.

Students will do a matching activity, pairing the cause-and-effect statements. Students will verbally share their choices and explain why they made their decisions.

Extension

Students visit www .watchknowlearn .org and view seven video clips on dinosaurs.

Students create a presentation for the class on new informa-tion they were able to find on dinosaurs.

Closure

Lead a class discussion about the causes and effects the students found in the assignment. Use the time line at the end of the book to talk about why scientists believed what they did at certain times in history.

Source: Adapted from NGA & CCSSO, 2010, p. 14.

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RTI at Work Coaching Academy© Solution Tree 2014. Do not duplicate.18

Collaborative Team Unit PlanSample: Grade 3

Unit: Distinguish Among Stories, Dramas, and Poems

Time Frame: Three to four class periods

Collaborative Team Members:

1. What do we expect our students to learn?

Common Core Standard: RL.3.5—Refer to parts of stories, dramas, and poems when writing or speaking about a text, usingterms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Common Core Standard: SL.3.1—Engage effectively in a range of collaborative discussions . . . with diverse partnerson grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Common Core Standard: SL.3.4—Report on a topic or text, tell a story, or recount an experience with appropriatefacts and relevant, descriptive details, speaking clearly at an understandable pace.

Common Core Standard: L.3.6—Acquire and use accurately grade-appropriate conversational, general academic, anddomain-specific words and phrases, including those that signal spatial and temporal relationships. (National GovernorsAssociation Center for Best Practices [NGA] & Council of Chief State School Officers [CCSSO], 2010a, pp. 24, 27)

Identify essential unit learning targets (student-friendly language; post in classroom).

a. I can examine an excerpt from a story, using academic vocabulary to describe elements of a story (chapter,paragraph, and so on).

b. I can examine a play, using academic vocabulary to describe elements of drama (actor, scene, and so on).

c. I can examine a poem, using academic vocabulary to describe elements of poetry (line, stanza, and so on).

d. I can participate in reader’s theater, reading lines of a play aloud.

e. I can work with peers to prepare and deliver a shared oral report that identifies elements of stories, plays, andpoems.

2. How do we know if they are learning it?

Unit Assessment Plan

a. Formative assessments (preassessment, formative assessments) (circle: CA—common assessments; FA—formative assessment)

i. CA FA Preassessment: Types of Literature (Activity Sheet)

ii. CA FA Discussion: Identify key elements of a story, drama, and poem.

iii. CA FA Read lines of a play aloud.

b. Preassessment: CA Types of Literature (Activity Sheet)

c. End of unit: CA Have students work in groups of three to create shared oral reports that explain three types ofliterature: stories, plays, and poems. Each group member should prepare and deliver one part of the group’s report. Intheir reports, students should use key academic vocabulary. Grades are based on points earned from a four-pointrubric.


In small groups, use a short segment of the story and drama to teach the concepts, focusing on explaining keywordsand their pronunciations and examining the formats of the genres.


Have students create genre-based reader’s logs, labeling pages stories, dramas, and poems. Students keep the logsthroughout the school year to affirm reading and building of academic language.

Source: Adapted from Anoka-Hennepin ISD #11, 2012. Used with permission.

Figure 1.2: Sample grade 3 collaborative team unit plan.Visit go.solution-tree.com/rtiatwork for a reproducible version of this figure.


REPRODUCIBLE

It’s About Time: Planning Interventions and Extensions in Elementary School © 2015 Solution Tree Press solution-tree.com • Visit go.solution-tree.com/rtiatwork to download this page.

R E P R O D U C I B L E

Safe Place Form

Name: Date:

1. What was the problem?

2. What did you do to calm down?

3. Circle the one you did.

STOP

Stop and Think

Turtle Trick

3Bs

Relax

Think: “It’s OK to be mad. It’s not OK to be mean.”

4. What are some solutions?

5. What solution are you going to use?

20

REPRODUCIBLE

© Solution Tree 2009. solution-tree.com Reproducible.

Pyramid Response to Intervention Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 21

Pyramid Response to Intervention Workshop© Solution Tree 2014 • SolutionTree.com • Reproducible.

REPRODUCIBLE

© Solution Tree 2009. solution-tree.com Reproducible. 117


Pyramid Response to Intervention Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.22

Pyramid Response to Intervention Workshop© Solution Tree 2014 • SolutionTree.com • Reproducible.

REPRODUCIBLE

© Solution Tree 2009. solution-tree.com Reproducible. 117


Pyramid Response to Intervention Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.


© Solution Tree 2009. solution-tree.com Reproducible.116 Pyramid Response to Intervention Workshop

© Solution Tree 2014 • solution-tree.com • Reproducible. 23Pyramid Response to Intervention Workshop

© Solution Tree 2014 • SolutionTree.com • Reproducible.

REPRODUCIBLER E P R O D U C I B L E

It’s About Time: Planning Interventions and Extensions in Elementary School © 2015 Solution Tree Press solution-tree.com • Visit go.solution-tree.com/rtiatwork to download this page.

Eagle View Elementary Sample Master Schedule

[START REPRO; INSERT FOOTER: It’s About Time: Planning Interventions and

Extensions in Elementary School © 2015 Solution Tree Press • solution-tree.com

Visit go.solution-tree.com/technology to download this page]

Eagle View Elementary Sample Master Schedule

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AA BB CC DD EE FF GG HH II JJ KK LL MM5/2/13 Kinder 1st 2nd 3rd 4th 5th Staff 1 Staff 2 Paraprofessional Title I Reading Corp

8:058:50 8:508:55 8:55 Not Here9:00 Responsive Classroom/Attendance 9:009:05 9:059:10 9:109:15 Inervent Reading PREP 9:15 PREP9:20 15 mins Intervn 9:15-10:05 9:20 4th Grade 4th Grade9:25 25 min 9:25 Reading RTI Reading RTI K RTI 19:30 9:15-9:40 9:30 25 mins 25 mins Reading9:35 Core 9:35 9:15-9:40 9:15-9:40 15 mins 9:40 Core Reading Reading Core 9:40

9:45 Math Intervent Block Reading 9:45 2nd Grade 2nd Grade 2nd Grade Not Here9:50 Block 50 mins 60 mins Block 9:50 Reading RTI Reading RTI Reading RTI Not Here9:55 60 mins 9:35-10:25 9:25-10:25 20 mins 9:55 Tier 3 Tier 2 Tier 2

10:00 9:30-10:30 10:00 50 mins 9:40-10:05 9:40-10:0510:05 10:05 9:40-10:3010:10 10:10 2nd Grade 2nd Grade10:15 PREP 10:15 Reading RTI Reading RTI10:20 10:05-10:55 10:20 Tier 2 Tier 210:25 Switch 1 10:25 10:05-10:30 10:05-10:3010:30 Core 10:15-11:15 10:30

10:35 Reading Core Reading 10:35 3rd Grade 3rd Grade10:40 Block Reading Intervent 10:40 Reading RTI Reading RTI K Group10:45 60 mins Block 50 mins 10:45 50 mins 25 mins 25 mins10:50 10:20-11:20 60 mins 10:50 Tier 3 10:30-10:55 10:30-10:5510:55 10:25-11:25 10:30-11:20 10:55 10:30-11:2011:00 11:00 3rd Grade 3rd Grade11:05 Core 11:05 Reading RTI Reading RTI11:10 PREP Reading 11:10 25 mins 25 mins11:15 10:55-11:50 Block 11:15 10:55-11:20 10:55-11:2011:20 40 mins 11:20 PREP11:25 Reading Lunch 11:00-11:50 11:25 1st Grade 1st Grade 1st Grade 15 mins11:30 Intervent 11:25-12:05 Switch 2 11:30 Reading RTI Reading RTI Reading RTI11:35 50 mins Lunch 11:25-12:25 11:35 Tier 3 Tier 2 Tier 2 1st grade 1st grade11:40 11:20-12:10 11:35-12:10 11:40 50 mins 11:20-11:45 11:20-11:45 Extra Reading Extra Reading11:45 11:45 11:20-12:10 11:30-11:50 11:30-11:5011:50 11:50 1st Grade 1st Grade K Group pick up K Group pick up11:55 Lunch 11:55 Reading RTI Reading RTI 15 mins 15 mins12:00 11:55-12:30 12:00 Tier 2 Tier 2 11:50-12:05 11:50-12:0512:05 12:05 11:45-12:10 11:45-12:1012:10 Lunch 12:10 Lunch Lunch12:15 12:10-12:50 12:15 Lunch Lunch Lunch 30 mins 30 mins12:20 Lunch 12:20 12:10-12:40 12:10-12:40 12:10-12:4012:25 12:20-1:00 12:25

12:30 PREP Core 12:30

12:35 12:20-1:10 Math Lunch 12:35

12:40 Block 12:35-1:10 12:40 PREP12:45 60 mins Core 12:45 PREP 20 mins12:50 12:20-1:20 Math 12:50 PREP PREP PREP 45 min12:55 Quiet Block 12:55 45 mins 45 mins 45 mins 1:35-1:20 K Group1:00 Time 60 mins 1:00 12:40-1:25 12:40-1:25 12:40-1:25 15 mins

1:05 12:55-1:15 12:35-1:35 1:05 12:55-1:101:10 1:10 K Group1:15 Switch 3 1:15 15 mins

1:20 PREP 1:20 K Group 1:10-1:251:25 1:10-2:00 Core 1:15-2:15 1:25 K Group Carlson/Ries 15 mins Carlson/Ries1:30 Math 1:30 15 mins 3rd Grade 3rd Grade 1:15-1:35 3rd Grade1:35 Block 1:35 1:25-1:40 Math RTI Math RTI K Group Math RTI1:40 60 mins 1:40 Tier 3 25 min 25 min 15 mins 25 min1:45 1:15-2:15 1:45 4th grade 1:25-1:50 1:25-1:50 1:35-1:50 1:25-1:501:50 Core 1:50 1:40-2:00 (over lap w/3rd) Orth/Wacek Orth/Wacek1:55 Reading/ 1:55 Tier 3 4th Grade 4th Grade 3rd Grade 3rd Grade2:00 SMART 2:00 3rd grade Math RTI Math RTI Math RTI Math RTI2:05 Room PREP 1 2:05 1:55-2:15 (over lap w/4th) 25 min 25 min 25 min 25 min2:10 2:00-2:50 2:10 20 mins 1:50-2:15 1:50-2:15 1:50-2:15 1:50-2:152:15 Core 2:15

2:20 Math Reading 2:20 5th Grade 5th Grade 5th Grade 2nd grade 2nd grade2:25 Block Intervention 2:25 Intervention Intervention Intervention Math RTI Math RTI2:30 60 mins 30 mins 2:30 25 min 25 min 25 min 25 min 25 min2:35 2:05-3:05 2:15-2:40 2:35 2:15-2:40 2:15-2:40 2:15-2:40 2:15-2:40 2:15-2:402:40 2:40 Tier 32:45 2:45 1st Grade 2nd grade 2nd grade 2nd grade 2nd grade2:50 2:50 2nd Grade Math RTI Math RTI Math RTI Math RTI2:55 PREP 2 2:55 5th Grade 25 min 25 min 25 min 25 min3:00 2:50-3:40 3:00 2:40-3:30 2:40-3:05 2:40-3:05 2:40-3:05 2:40-3:053:05 3:05 PREP3:10 3:10 1st Grade 1st grade 1st grade 10 mins3:15 3:15 Math RTI Math RTI Math RTI3:20 3:20 25 min 25 min 25 min3:25 3:25 3:05-3:30 3:05-3:30 3:05-3:303:30 3:30

3:35 3:35

3:40 3:40

8:00 to 8:50 Morning Prep and Meetings 8:00 to 8:50 Morning Prep and Meetings

[END REPRO] 24

REPRODUCIBLE

Esse

ntia

l Ele

men

ts o

f an

Elem

enta

ry S

yste

m o

f Int

erve

ntio

ns

Guiding Que

stions

Our

Cur

rent

Rea

lity

Whe

re A

re W

e N

ow?

Des

ired

Rea

lity

Whe

re D

o W

e W

ant t

o Be

? N

ext S

teps

H

ow D

o W

e Ge

t The

re?

Start w

ith Critical

Que

stions One

and

Two

To what extent h

ave we clearly defin

ed what

every stud

ent m

ust learn, or h

ave we merely

determ

ined what w

e are going to teach and

cover?

To what extent h

ave we developed frequent

form

ative assessments th

at tell us which

stud

ents have or have not m

astered

essentials, by the stud

ent, by th

e standard, by

the target?

All Stude

nts Must H

ave

Access to

Essen

tial Grade

Level Stand

ards

To what extent h

ave we elim

inated

groupings o

f students w

ho are taught below

grade level because we say “they are not

ready for this y

et?”

The Be

st In

terven

tion

is

Preven

tion

To

what extent h

ave we em

phasized th

e im

portance of T

ier O

ne instruction as a

critical part of R

TI?

To what extent h

as Tier O

ne instruction been

modified to ensure more stud

ents are

successful as a

result of th

e CO

RE?

There must b

e a timely,

system

atic process to

iden

tify stude

nts who

need

extra he

lp

How

long do stud

ents struggle before extra

time and supp

ort is p

rovided?

To what extent are stud

ents guaranteed a

timely, sy

stem

atic re

sponse re

gardless of to

which grade level or w

hich teacher they are

assigned?

There must b

e fle

xible time

in th

e master sche

dule to

provide supp

lemen

tal

interven

tion

s

Are supp

lemental interventions:

•Weekly?

•At least 3

0 minutes?

•Av

ailable to ALL stud

ents?

Are supp

lemental interventions connected to

essential grade level essentia

l stand

ards?


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