welcome to the indiana response to instruction (rti) pilot school training july 23, 2010...

Welcome to the Indiana

Response to Instruction (RtI) Pilot School Training

July 23, 2010

Indianapolis, Indiana

Dawn Miller, [email protected]

(913) 909-3114

Goals for Session Demonstrate Data-Based Decision Making using

a Problem-Solving ModelBuilding LevelGrade Level Individual Student Level

Provide tools for consideration or tasks to assist with problem solving efforts

Problem-Solving Model

Apollo 11…..

What’s the Famous Quote?

Apollo 13

What’s the Famous Quote?

Let’s Revisit the Big Messages from

Apollo 13…….

Big Messages

–Unwavering Commitment to a Goal

–Nontraditional Approaches as Options

–What Will Our “Finest Hour” Be?

The Charles Darwin Belief

The Pontius Pilate Belief

The Henry Higgins Belief

The Chicago Cub Fan Belief

“We believe all kids can learn . . . based on their ability.”

“We believe all kids can learn . . . if they take advantage of their opportunity we give them to learn.”“We believe all

kids can learn . . . something, and we will help all students experience academic growth in a warm and nurturing environment.”

“We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”

What Would Each “School” Say About This Student’s Progress?

What Would Each School Say About This Student’s Progress?

A MYSTERY TO SOLVE

CASE TO DEFEND

…NOT A…

Is Our Goal Clear?

• Agreement that we have a collective responsibility to make a change when the data indicate a change is warranted

• In order to operate collectively as a Henry Higgins school, how can we capitalize on the years of experience in our building?

Problem-Solving at the Building and Grade Level

Defining the Problem

• We examine data centered around three questions:– Are we making adequate progress toward our goal?

– How are we doing with the Big Ideas?

– How are we doing with our Core Curriculum and Supplemental Supports?

• We examine the data at three levels– District

– Building

– Class

Problem-Solving Steps Guiding Questions

Step One: Defining the Problem 1. Compare student data with

expected benchmarks and/or goals.

2. Is there a gap between student data and the benchmark and/or goal?

3. Is further diagnosis or information needed?

4. What is the specific student need? 5. Is this an individual student learning

problem or a larger systemic instructional problem, meaning many students struggled with this or this student struggles in many areas?

If it appears that the student is struggling with this one area, proceed with Step Two through Step Five.

If it appears many students are struggling, examine the curricular program to ensure it is research-based and observe the teacher’s instructional practices to ensure they are research-based and implemented with fidelity. Intervene by addressing material or professional development needs.

Step Two: Analyzing the Learning Analyze what factors contribute to

the instructional area(s) of concern.

What is/are potential underlying cause(s) of the learning problem?

Is there a health, curricular, instructional, high ability, emotional, language development, or skills gap?

Step Three: Determining What to Do Develop a plan to address the factors

hypothesized for the concern.

What can be done to address the learning problem?

How will the plan be implemented to address instructional needs? Document parent notification and

document the steps in the plan.

Step Four: Implementing the Plan With Fidelity

Implement the developed plan with consistency and as determined necessary.

Is the plan for instruction being implemented with fidelity at all levels? How will this be measured?

What support for implementation is available?

Step Five: Evaluating Progress Evaluate the impact of the plan and if

needs continue, develop a new plan.

Did the intervention and extension instruction work?

What are the next steps?

First Grade Example

Question 1:Are We Making Adequate

Progress Toward Our Goal?

Intensive Strategic Benchmark

Fall 12 % 10 % 78 %Winter

Spring

Unless you are at 100%…• If your percentages are going up and at a

strong level, celebrate and talk about what is contributing to this positive direction…

• If your percentages are not at 100%, let’s go further with the data to help clarify where to go next.

Question 2:How are we doing with the Big Ideas?

Percent at Established or Low Risk Percent above 40%ile*

Benchmark ISF PSF NWF WUF

Fall 48%

Winter

85%

93%

78%

Spring

If I were to color code these:> 85% = Green70-85% = Yellow< 70% = Red

Grade Level Big Idea in Reading

Grade Phonemic Awareness

Alphabetic Principle

Fluency Comprehension Vocabulary

K

1

2

3

4

5

6

Building Level Big Idea in Reading

Grade Phonemic Awareness


Fluency Comprehension Vocabulary

K

1

2

3

4

5

6

Question 3: How are we doing with our CORE and

SUPPLEMENTAL SUPPORTS?

IMPORTANT CAVEAT….• This question addresses:

– For students who were on-track in the fall, is our core keeping them on track?

– For students who were not on-track in the fall, is our system getting them on track?

• This question DOES NOT address:– Do we have an adequate number of students

on-track?

Effectiveness of… Core Strategic Support

Program Intensive Support

Program Fall to Winter

76%

56%

86%

Winter to Spring

Color Code

Green Strength

Yellow Relative Strength

Red Needs Support Substantial Support

Another Piece to the Puzzle….Incorporating your Progress Monitoring Data

For Students Not On Track - What Percent are Demonstrating Adequate Progress?

Jerome Rocky Delonda

Jesus Michael Owen

Travis

What about the remaining 18%?

Lizbeth Alia

Marcus Teyrone

Tools We Have Found Helpful

Group Data Review

StructureMaster Calendar

3x a yearGrade-Level

Meetings

ToolsFacilitation Table

TentWorksheet

Analyzing the Learning Problem

• We develop plausible causes by thinking about the following variables:

– Instruction– Curriculum– Environment– Learner

• We stay focused on things within our control

Feature Definition

Materials

Research-based core curricula and differentiated instructional materials (including English language development, ELD, curricula for English language learning students)

Above-grade-level materials used within advanced core

Instructional Organization

Whole group instruction of strategies, processes, skills, and content Differentiated, flexible groups determined by benchmark and progress

monitoring data for application of skills, re-teaching, additional practice, compacting and/or challenge activities, and/or English language development instruction.

For ELL students, ELD instruction is provided within the 90 minute reading block for elementary and is a stand-alone course for secondary (see FAQ for details)

Instructional Responsibility

1. Highly qualified classroom teacher with the training and background required to implement research-based practices for all learners, including students with needs above or below grade-level curriculum and those with limited English proficiency

2. An ELL teacher with specialized training to provide ELD instruction and who coordinates with classroom teachers to im plement the tiers of instructional support

3. High-ability licensed teacher for identified high-ability students grouped together in one class (cluster group, multi-age, self-contained); could be in partnership with content expert

Assessment 4. Pre and post assessment is needed in order to plan instruction 5. Benchmark data, progress monitoring data, diagnostic assessment data,

including assessments of above or below grade-level standards inform instruction

6. Summative assessment is needed to determine student mastery and is one of the components for determining student grades

7. Students with an Individualized Education Program (IEP) or Individual Learning Plan (ILP) receive accommodations according to their plans

Parent Communication

8. Consistent communication with parents regarding student progress and academic needs

Scheduling

9. Tier 1 Instruction occurs daily in the general education classroom 10. Elementary Reading: 90-minute uninterrupted block 11. Elementary Mathematics: 60-minute uninterrupted block 12. Secondary Schools: Tier 1 occurs during the regular class period 13. ELL students participate in the 90 minute block; ELL students must

receive instruction that provides frequent opportunities for oral language development.

Tools We Have Found Helpful

• Walk Throughs

• Fidelity Checklists

• Needs Assessments

• Progress Monitoring Reflection Sheets

Open Court Walk Through

Intervention Fidelity Checklists

Open Court Needs AssessmentOpen Court Classroom Inventory Directions: Fill out the form below rating your classroom implementation. 3=Always 2=Some of the time 1= Rarely or not at all 3 2 1 Classroom Sound Spelling Cards are posted and used regularly.

Vocabulary Strategies are posted and used regularly.

Comprehension Strategies are posted and used regularly.

Concept Question Board demonstrates student contributions connecting with the unit.

Instruction I follow the lessons as outlined in the teacher guide

I incorporate the routines in the green band

I incorporate the routines in the red band

Workshop Workshop takes place daily for a minimum of 30 minutes.

I meet with small groups of children to work on needed skills.

I use data to form groups and determine student needs.

Students work independently on must dos and may dos.

Must dos and May dos reinforce the weekly reading objectives or the daily lesson.

My students are on task during workshop time.

Student Engagement I use think pair share daily. Group responses are strong during the instructional block

I use alternatives to round robin reading in the red band.

Survey of Teacher Needs

Area of Reading or General Feature of InstructionHigh

PriorityMedium Priority

Low Priority

Big Ideas of Reading

Teaching Phonemic Awareness 3 2 1

Effective Phonics Instruction 3 2 1

Teaching for Fluent Reading 3 2 1

Teaching Vocabulary 3 2 1

Teaching Comprehension Strategies 3 2 1

Organization and Planning

Effective Instruction for Struggling Readers 3 2 1

Organizing and Managing Small-Group Reading Instruction 3 2 1

Using the Results of Assessments to Plan Effective Instruction 3 2 1

Getting the Most Out of the Core Reading Program 3 2 1

General Features of Instruction

Modeling of Instructional Tasks 3 2 1

Providing Explicit Instruction 3 2 1

Engaging Students in Meaningful Interactions with Language 3 2 1

Providing Multiple Opportunities for Students to Practice 3 2 1

Providing Corrective Feedback 3 2 1

Encouraging Student Effort 3 2 1

Engaging Students in the Lesson During Teacher-Led Instruction 3 2 1

Engaging Students in the Lesson During Independent Work 3 2 1

Facilitating Students’ Successful Completion of Lesson Activities 3 2 1

Progress Monitoring Review

StructureMaster CalendarAt least every

6 weeks

ToolsProgress Monitoring Facilitation

Table TentCore Curriculum Reflection

SheetIntervention Reflection Sheet

Adaptation Framework

Category Original Lesson Ideas for Adaptation Content

Delivery • Modeling – explicit • Active practice – Guided to Independent • Opportunities to respond • Scaffolding • Corrective feedback

Activity

Materials

Determining What To Do

• As a team, stay current with research for guidance

• Stay focused on your hypothesis

• When making selections, consider:– What do you think has the best chance of impacting performance?– Is it manageable?– What support is needed?

What Will Our Finest Hour Be?

MEET JAMARI

What Does Effective Problem Solving

Require?

What Did We Know?

• Screening data indicated need for support beginning of 2nd grade

• Teacher verified

What Did We Do?

• Looked at historical data to understand current performance

Phonemic Awareness

• Jamari has been with us at Rising Star since Kindergarten. He has received ELL support since K.

• He entered K indicating the need for support with phonemic awareness.

• No specific intervention in records.• At the April benchmark, Jamari’s phonemic awareness skills

indicated he was on track. This was confirmed by teacher records.• Jamari’s first grade DIBELS indicates phonemic awareness skills

have remained on track. This is confirmed by teacher records.


• Jamari’s DIBELS benchmark indicated a need for support in the area of alphabetic principle in January of Kindergarten.

• No specific intervention in records.• At the April benchmark, Jamari’s early phonics skills indicated he

was on track. The teacher noted that he is still not solid with the sounds covered to date and frequently misses common sight words.

• Jamari’s second grade DIBELS indicates his basic alphabetic principle skills have remained on track. This is confirmed by teacher notes.

What Does Effective Problem Solving

Require?

What Did We Know?

• Screening data indicated need for support beginning of 2nd grade

• Teacher verified.

What Did We Do?

• Looked at historical data to understand current performance.

• Big ideas of concern: Phonics, Fluency, Comprehension

• Teacher recommends a more structured program for Jamari to insure explicit instruction and review.

• EIR 45 min./5 days a week

• Changes during Open Court include explicit teaching of tiered vocab.

What Did We Know?

• Good progress in EIR.• Structure and review good

matches for Jamari• Carrying over the skills to

connected text.

What Did We Do?What Did We Think Was Going On?

• Needs more opportunities to read connected text at his independent level – practice with previously taught phonics skills.

• Added desktop review of sight words in classroom.

• Paired reading daily with decodables or leveled readers.

•Sending home decodables and recommending he read them using different “voices” and record

in powerpoint.

• Still needs frequent review and practice with sight words.

What Did We Know?

• Still progressing in EIR, but error rate is going up and he has difficulty with the comprehension skills.

• Teacher reports Jamari struggles during core to keep up and contribute.

What Did We Do?What Did We Think Was Going On?

• Practice with Fluency

• Errorless reading strategy

• Decodables cut up with Jamari having to sequence story and read to 5 adults during the day with no errors.

• As Jamari’s classmates continue to strengthen their skills, Jamari is becoming increasingly anxious about reading and making more errors.

• Comprehension scaffolds• Utilize same comprehension think sheets during Open Court and EIR

How Do We Share What We Know and Recommendations For Next Year?

Jamari’s Strengths?

Jamari’s Needs?

Thank you for your time and attention I hope your efforts prove productive and empowering ~ Stay in touch

Dawn Miller, Ph.D. [email protected] (913) 909-3114

welcome to the indiana response to instruction (rti) pilot school training july 23, 2010...

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