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+
=
Polling • Do your teacher teams: • Identify students for extra help, by the student, by the standard, by the target? • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
The Four Cs of RTI 1. Collective responsibility 2. Concentrated instruction 3. Convergent assessment 4. Certain access
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Certain Access “A systematic process that guarantees every student will receive the time and support needed to learn at high levels. Thinking is guided by the question, ‘How do we get every child there?’” —Buffum, Mattos, & Weber, Simplifying Response to Intervention (2012), p. 159
Certain Access • Certain access has two important components: – Effective Interventions – A Systematic Response
Learning CPR
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CPR: Cardio-Pulmonary Resuscitation • • • • • • •
Urgent, life-saving process Research based Directive Timely Administered by trained professionals Targeted Systematic
Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
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Discussion • Do we have a sense of urgency when implementing interventions? • Is our sense of urgency about children or state testing? • Do we treat “learning emergencies” with the same sense of urgency as medical emergencies?
Polling • We have a sense of urgency about each, individual student’s success. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
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Scientifically Research Based vs. Research Based vs. Evidence Based
Florida Center for Reading Research (www.fcrr.org)
R E P R O D U C I B L E R E P R O D U C I B L E Additional Resources
p. 1
Additional Resources URL or Author(s) and
Name of Resource
Publisher
Description
www.aimsweb.com URL or Author(s) and
This site offers full-service Description CBMs, for a price.
Douglas Fisher and www.aimsweb.com Nancy Frey
bookoffers offersfull-service an outThis site standing CBMs, forstructured a price. model of teaching and lesson This book offers an outdesign. Structured lessons standing structured model are fundamental to Tier 1 of teaching and lesson instruction and for allowing design. Structured lessons small-group supports to be are fundamental to Tier 1 delivered during Tier 1. instruction and for allowing The site provides the best small-group supports to be research and metadelivered during Tier 1. analyses in the areas of The site provides the best reading, math, science, speresearch and metacial education, and English analyses in the areas of language learning. reading, math, science, speInstruction andand assesscial education, English ment mustlearning. become fluid language companions. Instruction, Instruction and assesswhether at Tier 1, 2, or ment must become fluid 3, must be frequently companions. Instruction, informed by informal whether at Tier 1, 2, or assessments. 3, must be frequently Marzano consisinformed et byal. informal tently deliver the very best assessments. research-based practices Marzano et al. consisto inform our practice. tently deliver the very best research-based practices to inform our practice.
Name of Resource
Publisher
Association for and Douglas Fisher Supervision Nancy Frey and Curriculum Development, Association for 2008 Supervision and Curriculum Development, 2008 www.centeroninstruction .org
Center on Instruction
www.centeroninstruction .org
Checking for Understanding: Formative Assessment Checking for Techniques for Your Understanding: Classroom Formative Assessment Techniques for Your Classroom Classroom Instruction That Works: ResearchBased Strategies for Classroom Instruction Increasing Student That Works: ResearchAchievement Based Strategies for Increasing Student Achievement Council for Exceptional Children
Douglas Fisher and Nancy Frey
Association for and Douglas Fisher Supervision Nancy Frey and Curriculum Development, Association for 2007 Supervision and Curriculum Development, Robert J. Marzano, 2007 Debra J. Pickering, and Jane E. Pollock Robert J. Marzano, Association for Debra J. Pickering, and Supervision and Jane E. Pollock Curriculum Development, Association for 2001 Supervision and www.cec.sped.org Curriculum Development, This site provides invaluable information from 2001 a preeminent advocacy Council for Exceptional www.cec.sped.org This site provides invalugroup for students with Children able information from special needs. a preeminent advocacy Ultimately, we wantwith our Barry J. Zimmerman, Developing Selfgroup for students students to self-monitor Sebastian Bonner, and Regulated Learners: special needs. and be self-motivated. This Robert Kovach Beyond Achievement Ultimately, we want our Barry J. Zimmerman, Developing Selfbook will explain how to to Self-Efficacy American students to self-monitor Sebastian Psychological Bonner, and Regulated Learners: help students truly become Association, 1996 and be self-motivated. This Robert Kovach Beyond Achievement lifelong learners. book will explain how to to Self-Efficacy American Psychological help students truly page become Association, 1996 1 of 4 lifelong learners. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com page 1 of 4 Visit go.solution-tree.com/rti to download this page. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com Visit go.solution-tree.com/rti to download this page.
Intervention Resources
AIMSWeb
Better Learning AIMSWeb Through Structured Teaching: A Better Learning Framework for the Through Structured Gradual Release of Teaching: A Responsibility Framework for the Gradual Release of Responsibility Center on Instruction
123
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R E P R O D U C I B L E
p. 2
Name of Resource
R EorPAuthor(s) R O D U and C I B L E URL Publisher
Description
https://dibels.uoregon This site provides access Additional Resources .edu to excellent research in the
DIBELS
area of literacy and access
Name of Resource
URL or Author(s) and to exceptional, free reading CBMs for Description grades preK–6. Publisher
The very linefull-service of Carol Ann Tomlinson www.aimsweb.com This sitefirst offers defense, andathe most CBMs, for price. Association for critical factor in RTI, is Supervision and and This book offers an outDouglas Fisher Tier 1 Curriculum Development, strengthening standing structured model Nancy Frey instruction, or “shoring up 1999 of teaching and lesson Association for the core.” Differentiating design. Structured lessons Supervision and instruction is nonare fundamental to Tier 1 Curriculum Development,negotiable, and Tomlinson instruction and for allowing 2008 is the source. small-group supports to be easyCBM http://easyCBM.com This site offers free Tier CBMs delivered during 1. for reading and mathematCenter on Instruction www.centeroninstruction The site provides the best ics for K–8; allows teachers .org research and metato enter student names, analyses in the areas of print CBMs, enter data, reading, math, science, speand print reports; includes cial education, and English norms for each CBM; and language learning. allows students to take Instruction and assessDouglas Fisher and Checking for some tests online. ment must become fluid Nancy Frey Understanding: Florida Center for www.fcrr.org This is an exceptional site companions. Instruction, Formative Assessment Association for Reading Research for all things reading. In whether at Tier 1, 2, or Techniques for Your Supervision and particular, it provides free, 3, must be frequently Classroom Curriculum Development,research-based activiinformed by informal 2007 ties for students in all five assessments. domains of reading and Marzano et al. consisRobert J. Marzano, Classroom Instruction provides reviews of doztently deliver the very best That Works: Research- Debra J. Pickering, and ens of research-based, research-based practices Jane E. Pollock Based Strategies for commercial reading to inform our practice. Increasing Student interventions. Association for Achievement Supervision and Intervention Central www.interventioncentral This site is an exceptional Curriculum Development,resource for all things .org 2001 RTI, from generating and printing CBMs to finding Council for Exceptional www.cec.sped.org This site provides invaluresources to help monitor Children able information from site RTI efforts. advocacy a preeminent group for students with LD Online www.ldonline.org This site provides great special needs. information on learning dis-
The Differentiated AIMSWeb Classroom: Responding to the Better Learning Needs of All Learners Through Structured Teaching: A Framework for the Gradual Release of Responsibility
abilities and resources for Ultimately, we want our Barry J. Zimmerman, Developing Selfsupport. students to self-monitor Sebastian Bonner, and Regulated Learners: and be self-motivated. This Robert Kovach Beyond Achievement book will explainpage how 2toof 4 to Self-Efficacy American Psychological help students truly become Association, 1996 lifelong learners. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com page 1 of 4 Visit go.solution-tree.com/rti to download this page. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com Visit go.solution-tree.com/rti to download this page.
124
R E P R O D U C I B L E
Name of Resource
R E P O D U C and I B L E URL orRAuthor(s) Publisher
Description
Reeves’ work will help Douglas B. Reeves Additional Resources schools “concentrate” their
p. 3
Making Standards Work: How to Implement StandardsBased Assessments in Name of Resource the Classroom, School, and District (3rd AIMSWeb Edition)
Advanced Learning Press, instruction by analyzing 2001 URL or Author(s) and the priority to be placed on Description standards. Publisher www.aimsweb.com
Models of Teaching Better Learning (8th Edition) Through Structured Teaching: A Framework for the Gradual Release of National Center Responsibility on Response to Intervention
Bruce Joyce and Marsha Douglas Fisher and Weil with Emily Calhoun Nancy Frey Allyn & Bacon, 2008 Association for Supervision and Curriculum Development, www.rti4success.org 2008
National on Center onCenter Instruction Student Progress Monitoring
www.studentprogress www.centeroninstruction .org .org
Office of Special Education Programs (OSEP) Technical Checking for Assistance Center on Understanding: Positive Behavioral Formative Assessment Interventions Techniques forand Your Supports (PBIS) Classroom
www.pbis.org
Oregon Reading First Center
Robert J. Marzano, DebraAinsworth J. Pickering, and Larry Jane E. Pollock Advanced Learning Press, Association for 2003 Supervision and Curriculum Development, 2001
Project Forum Council for Exceptional Children
http://projectforum.org www.cec.sped.org
Reading Rockets
www.readingrockets.org
This site USDOE-sponsored The provides the best site offersand background research metaand resources progress analyses in theon areas of monitoring. reading, math, science, special education, and English This USDOE-sponsored language learning.treasure site is an absolute trove of all things in the Instruction and assessdomain of behavioral RTI. ment must become fluid companions. Instruction, whether at Tier 1, 2, or 3, must be frequently informed by informal site This is an exceptional assessments. with scholarly, cuttingedge research on reading. Marzano et al. consistently the very As the deliver title implies, andbest research-based practices like Reeves’ book, will help to inform our practice. their schools “concentrate” instruction by analyzing the priority to be placed on standards. This USDOE-sponsored site provides invalu-site provides background able information from on special education policy. a preeminent advocacy group forprovides studentshelpful with This site special needs. information on reading for
Intervention Resources
Classroom Instruction That Works: ResearchPower Standards: Based Strategies Identifying the for Increasing That Student Standards Matter Achievement the Most
Douglas Fisher and Nancy Frey Association for Supervision and Curriculum Development, http://oregonreadingfirst 2007 .uoregon.edu
This site offers full-service CBMs, for a price. This book provides backThis book offers an outground on effective instrucstanding structured model tional design (the precursor of teaching and lesson to Fisher and Frey’s current design. Structured lessons work). are fundamental to Tier 1 This USDOE-sponsored instruction and for allowing site offers background and small-group supports to be resources during on RTI.Tier 1. delivered
educators parents. Ultimately,and we want our Barry J. Zimmerman, Developing Selfstudents to self-monitor Sebastian Bonner, and Regulated Learners: and be self-motivated. This Robert Kovach Beyond Achievement book will explain how to3 of 4 to Self-Efficacy American Psychological page help students truly become Association, 1996 lifelong learners. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com page 1 of 4 Visit go.solution-tree.com/rti to download this page. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com Visit go.solution-tree.com/rti to download this page.
125
R E P R O D U C I B L E R EorPAuthor(s) R O D U and C I B L E URL Publisher
Name of Resource
p. 4
Description
This site provides backAdditional Resources ground and research
Research Institute on Progress Monitoring
www.progressmonitoring .org
resources in the area of
Name of Resource
RTI Action Network AIMSWeb
URL or Author(s) and progress monitoring. Description Publisher
www.rtinetwork.org
www.aimsweb.com
This site is a helpful resource educators and This sitefor offers full-service families CBMs, and for aincludes price. an
extensive list of FAQs. This book offers an outDouglas Fisher and The very first line of model Carol AnnFrey Tomlinson standing structured Nancy defense, and the of teaching andmost lesson Association forfor Association critical factor in RTI, is design. Structured lessons Supervision and Supervision and Tier 1to Tier 1 are fundamental Curriculum Development, Curriculum Development,strengthening instruction, “shoring up instructionorand for allowing Responsibility 1999 2008 the core.” Differentiating small-group supports to be instruction a non-negodelivered is during Tier 1. tiable, and Tomlinson is the Center on Instruction www.centeroninstruction The site provides the best source. .org research and metawww.meadowscenter This is one of finest cen-of Vaughn Gross Center analyses in the areas .org/vgc ters for reading for Reading and reading, math,resources, science, speparticularly for English Language Arts cial education, and English learners andlearning. students with language special needs. Instruction and assessDouglas Fisher and Checking for ment must become fluid Nancy Frey Understanding: companions. Instruction, Formative Assessment Association for whether at Tier 1, 2, or Techniques for Your Supervision and Classroom Curriculum Development, 3, must be frequently informed by informal 2007 assessments.
Better Learning The Differentiated Through Structured Classroom: Teaching: A Responding the Frameworktofor the Needs of All Learners Gradual Release of
Classroom Instruction That Works: ResearchBased Strategies for Increasing Student Achievement
Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock
Council for Exceptional Children
www.cec.sped.org
Association for Supervision and Curriculum Development, 2001
Marzano et al. consistently deliver the very best research-based practices to inform our practice.
This site provides invaluable information from a preeminent advocacy group for students with special needs.
Ultimately, we want our students to self-monitor and be self-motivated. This book will explainpage how4toof 4 help students truly become lifelong learners. Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com page 1 of 4 Visit go.solution-tree.com/rti to download this page. Developing SelfRegulated Learners: Beyond Achievement to Self-Efficacy
126
Barry J. Zimmerman, Sebastian Bonner, and Robert Kovach
American Psychological Association, 1996
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com Visit go.solution-tree.com/rti to download this page.
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Instructional Strategies That Improve Student Learning • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Homework and practice • Nonlinguistic representations • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypotheses • Questions, cues and advance organizers (Marzano, Pickering, & Pollock, Classroom Instruction That Works, 2001)
Classroom Teacher Report Teacher A
Teacher B
Teacher C
Teacher D
Teacher E
LS 2.d
82%
89%
90%
90%
79%
86%
LS 2.c
100%
75%
80%
82%
71%
82%
LS 2.a
100%
100%
100%
100%
73%
95%
LS 2.b
97%
93%
96%
100%
82%
94%
LS 2.e
100%
83%
86%
91%
80%
88%
Class Averages
96%
91%
90%
88%
77%
89%
Polling • Our school has clearly moved away from “reteaching” that is simply louder and slower. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
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Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
Polling • We no longer invite students to intervention. We are directive. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
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Timely • How often are students identified for this program? • How often do we evaluate progress? • How often do students receive corrective feedback? • Does this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?
Polling • We use timely triggers (every 2-3 weeks) to determine which students need additional time and support. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
Polling • Students are not “trapped” in an intervention for a pre-determined amount of time. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
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Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
Classroom Teacher Report Teacher A
Teacher B
Teacher C
Teacher D
Teacher E
LS 2.d
82%
89%
90%
90%
79%
86%
LS 2.c
100%
75%
80%
82%
71%
82%
LS 2.a
100%
100%
100%
100%
73%
95%
LS 2.b
97%
93%
96%
100%
82%
94%
LS 2.e
100%
83%
86%
91%
80%
88%
Class Averages
96%
91%
90%
88%
77%
89%
Administered by Trained Professionals • Who will teach or otherwise implement this intervention? On what basis will this selection be made? • Do our instructors have the training and resources necessary for success?
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Polling • We have developed “professional” protocols to determine which teacher works with which group of kids, and why. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
Pearl Identify students for interventions based on the cause of their struggles, not by the symptoms.
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Targeted
Students who don’t do their work
Students who lack the skills to do their work
Targeted
Will
Skill
Students can be both intentional non-learners and failed learners.
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Targeted • Are you targeting upon causes or symptoms? • Which students should be selected for participation (intentional non-learners or failed learners)? • Are you clear if the intervention offers some help (Tier 2) or a lot of help (Tier 3)? • What is the desired student outcome?
Polling • Interventions are targeted on the cause of the student’s struggles, not the symptom. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
Polling • Can’ts and Won’ts are no longer placed in the same intervention. • Strongly Agree • Agree • Not Certain • Disagree • Strongly Disagree
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Characteristics of an Effective Intervention Program • • • • • • •
Urgent Research based Directive Timely Administered by trained professionals Targeted Systematic
Systematic Response • Schools systematically identify, monitor, and revise individual student intervention needs every 3–4 weeks. • Interventions are part of a system that ensures that no matter to which teacher a student is assigned, the same thing happens when he or she doesn’t learn.
Creating a system of interventions requires: 1. Effective interventions 2. Flexible time during the school day
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Elementary Examples 1. Grade level 2. Across grade levels 3. Push in
Secondary
We must revise the master schedule!
Elementary Model PRTI
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R. H. Dana
R. H. Dana
R. H. Dana
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RH Dana Elementary School Grade Level Schedules / Intervention Schedules 2007-2008
7:45 8:10 8:33 8:56 9:20 9:43 10:00 10:27 10:54 11:20 11:40 12:00 12:50 13:10 14:08
8:10 8:33 8:56 9:20 9:43 10:00 10:27 10:54 11:20 11:40 12:00 12:50 13:10 14:05 14:53
3rd 3rd 3rd 0:25 Word Study and Vocabulary and Green Section 0:23 Comprehension Red Section and Guided Process Reading Red Section and Guided Process Reading 0:23 Fluency 0:24 Comprehension Comprehension Red Section and Guided Process Reading 0:23 Fluency Fluency 0:17 Recess 0:27 Decoding Writing and Blue Section Writing and Blue Section 0:27 Decoding Writing and Blue Section 0:26 Decoding Writing and Blue Section 0:20 PE 0:20 Lunch 0:50 Math 0:20 Recess 0:55 Social Studies and Science and Read Aloud and Shared Reading 0:45 Language for Learning
DE-S3P (“D S three P”) Diagnostic, Explicit, and Systematic Student Support Program
(A student support system provided during the school day to meet individual needs before academic failure.) Diagnostic • What do we want students to know? Student placement dependent upon where in the literacy-continuum students are experiencing difficulty: Phonemic Awareness-Phonics-Decoding (Word Attack)-FluencyVocabulary-Comprehension-Writing. • Student selection based on DIBELS and Comprehension Analysis. (One-on-one assessments 5-15 minutes in length.) • Are students learning? Student performance is monitored every 3-4 weeks using DIBELS and Comprehension Analysis, an external validation of the efficacy of the programs used. • Students receive targeted academic intervention based on their specific literacy needs (see table below): K Phonological Awareness Phonemic Awareness
1
2
3
Rewards
Read Well
Making Connections
Read Naturally Language for Learning Making Connections
Read Naturally Language for Learning Making Connections
Read Naturally Language for Learning
Making Connections
Early Interventions in Reading Read Naturally Language for Learning Making Connections
Rewards
Language for Learning
Early Interventions in Reading Read Naturally Language for Learning
Step Up to Writing
Step Up to Writing
Soar to Success Step Up to Writing
Soar to Success Step Up to Writing
Soar to Success Step Up to Writing
Earobics
Earobics
Early Reading Intervention
Early Reading Intervention Early Interventions in Reading
Decoding Fluency Vocabulary and Language
Language for Learning
Comprehension
Writing
Step Up to Writing
4
5
SPED Barton
Read Well
Step Up to Writing
Explicit • Research-based programs (receiving high marks from the Florida Center for Reading Research or the University of Oregon’s Reading First Center) are used with fidelity. “Interventionists” are overseen and evaluated by a Reading Specialist and the Principal. • Selected programs are generally specific to a single component of the literacy continuum (e.g., fluency), as opposed to comprehensive, Open Court-like programs. • Intervention is supplemental – it does not supplant the core program. Systematic • Any and all students with needs diagnosed in the literacy continuum receive the targeted prescriptive intervention they require. • What if students still are not achieving mastery? Students requiring additional or altered support receive a more specialized or extensive program. • Data is collected at regular intervals to determine if students are responding to the interventions. • Appropriate response to intervention is defined as adequate progress toward grade level norms. Results • 58 point API gain in first year – Highest in the 55-school district and third highest in the County. • DIBELS scores in Kindergarten the second highest in the District.
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Example of TLC Structure ABC Elementary School has • 120 1st-grade students • 4 1st-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.
Scaffolding is only part of language arts instruction. 50 minutes
2 hours Language arts block
TLC Scaffolded Instruction 3 Groups Group 1 (Most intensive) 10 children, 3 teachers 3:1 ratio
3 Groups Group 2 (Intensive) 20 children, 3 teachers 7:1 raGo
2 Groups Group 4 (On track) 30 children, 2 teachers–aides 15:1 raGo
1 Group Group 5 (Advanced) 35 children, 1 teacher 35:1 ratio
2 Groups Group 3 (Less intensive) 25 children, 2 teachers–aides 12:1 raGo
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Specialists work across all grade levels during their TLC block.
Lowest student–teacher ratios are provided for neediest students.
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Scaffolded Instruction
Elementary Examples 1. Grade level 2. Across grade levels 3. Push in
Secondary Model PRTI
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p. 11
p. 12
p. 19
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pp. 21-‐22
p. 20
p. 12
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p. 23
p. 24
p. 13
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p. 16
Final thoughts …
What Do We Need to Do? •
Take responsibility for student learning.
•
Work together in true teams.
•
Clearly define what every student needs to learn.
•
Constantly measure our effectiveness.
•
Respond collectively when students don’t learn.
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Thank You!
For professional development contact Solution Tree at 800.733.6786.
25
