Response to Instruction Part II

1. Response to InstructionPart II Linking the Data to Instruction Alaska Department of Education and Early Development

2. Agenda • Review of acronyms • Progress monitoring • Response to instruction Alaska Department of Education and Early Development

3. RTI Resources • Hardcastle, B. & Justice, K. (2006). RTI and the Classroom Teacher, LRP Publications • www.fcrr.org • www.interventioncentral.org • www.whatworksclearinghouse.com • www.metiri.com/techsolutions/ • www.mcrel.org Alaska Department of Education and Early Development

4. Protocol • Purpose to have respectful, in-depth, insightful conversation about teaching and learning • Listen while others are speaking • Be respectful of others comments and/or suggestions • Be cognizant of time if there is established limit Alaska Department of Education and Early Development

5. ACFA – Alaska Computerized Formative Assessment AYP – adequate yearly progress CBM – curriculum based measures ELL – English language learner ELP – English language proficiency GLE – Grade Level Expectations HSGQE – High School Graduation Qualifying Exam LEP – limited English proficient NCLB – No Child Left Behind PM – progress monitoring PSGLE – Performance Standards/Grade Level Expectations RTI – Response to Instruction (in Alaska) or Response to Intervention SBA – Standards Based Assessment SM – strategic monitoring Alphabet Soup – Alaska Acronyms Alaska Department of Education and Early Development

6. Linking the Data • Determine which programs are getting results • Get to the “root causes” of problems • Guide curriculum development and revision • Promote accountability • Meet federal and state requirements • Better understand the school • Continuously improve the system • Bernhardt, V. (1998), Data Analysis for Continuous School Improvement Alaska Department of Education and Early Development

7. Progress Monitoring • Scientifically based practice used to assess students’ academic performance • Evaluates the effectiveness of instruction • Student’s level of performance is determined and goals identified • Student’s academic performance measured on regular basis (weekly or monthly) • Progress toward goal measured • Teaching adjusted as needed based on the measurements • National Center on Student Progress Monitoring, 2007 Alaska Department of Education and Early Development

8. Response to Instruction • Response to Instruction addresses the needs of ALL to meet the needs of EACH. • J. Knutson, 2007 Alaska Department of Education and Early Development

9. Response to Instruction • Multi-tiered • Problem solving approach • Effective instruction • Formative assessments • Effective instructional interventions based on data from assessments • Increasing levels of intensity based on need of all • Most struggling • Outperforming • Progress monitoring • All decisions based on data Alaska Department of Education and Early Development

10. Response to Instruction Tier III – Intensive – 5% Students will need intensive instructional interventions in order to access the standards Tier II – Strategic – 15% Students will need targeted instructional interventions in order to access the standards Tier I – Core – 80% Students will be able to access the standards with instruction provided with the core curriculum Alaska Department of Education and Early Development

11. Response to Instruction – Change Way of Thinking • Change our way of thinking • From deficit model to at-risk model • Old thinking – view students as having deficit, some children will fail to learn • New thinking – view students as at risk, all kids will learn to basic proficiency level Alaska Department of Education and Early Development

12. Level below which we infer possible deficits High Low Achievement Old Thinking - Deficit Model Assumption: In every distribution of kids, some of them have specific deficits and therefore will fail to learn. Historical Practice: The job of the assessor is to assess students to identify their deficits so we can provide services. We use the best tools available, matched to students’ presumed deficits. We use these data to help identify what and how to teach. Alaska Department of Education and Early Development • Dave Tilly, Alaska EED Winter Conference, 2007

13. Minimum Proficiency Low High Achievement New Thinking - RTI Model Assumption: All kids will learn basic skills to a basic level of proficiency. Some kids are at risk of not learning them. Practice: The job of the assessor is to to identify students who are atrisk of not learning basic skills to a minimum standard of proficiency. Also, the assessor identifies patterns of performance on instructionally relevant subskills. We use these data to figure what And how to teach these students. Alaska Department of Education and Early Development • Dave Tilly, Alaska EED Winter Conference, 2007

14. Response to Instruction: A School-Wide System for Student Success • Intensive, Individual Interventions • Individual Students • Based on assessment data • High Intensity • Of longer duration • Strategic Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Instruction • All students • Preventive, proactive 80% 5% 15% Alaska Department of Education and Early Development

15. Big Ideas to Ensure Effective Response to Instruction • Use evidence-based practice to extent available • Match instruction to individual student needs • Ensure the instruction is sufficiently explicit and sufficiently intense • Monitor fidelity of implementation • Monitor student response and change instruction as necessary • Dave Tilly, Alaska EED Winter Conference, 2007 Alaska Department of Education and Early Development

16. Response to Instruction - Tier I • Tier I • Core curriculum • Effective instruction • Universal screening • Early instructional intervention • Effective for most students – approx. 80% of students Alaska Department of Education and Early Development

17. Response to Instruction – Tier II • Tier II • Supplements core curriculum • Instructional interventions supported by data • Individual/small group instruction • Progress monitoring Alaska Department of Education and Early Development

18. Response to Instruction – Tier III • Tier III • Small percentage of student population • More intensive instructional interventions • Find successful instructional interventions • Useful prior to special education referral Alaska Department of Education and Early Development

19. Response to Instruction (RTI) Lab • Utilizing the previous brainstormed list of assessments, place them into the three tiers according to their use • Utilizing the list of instructional materials, place them into the three tiers according to their use • How did you determine the placement in each tier? • What did you discover about the instructional materials and assessments utilized in your district and schools? Alaska Department of Education and Early Development

20. RTI Lab #2 • Utilizing your SBA and/or AIMSweb data, place the percentages of students that with this data alone fall into a tier. • Complete this information for one subject area at the school or district level • Compare the instructional materials triangle, assessment triangle and the data triangle • What do you notice? What “AHA” can you share with the group? Alaska Department of Education and Early Development

21. School Reading Program Sample 3rd Grade LMB, Slingerland Seeing Stars, Rewards, SRA High Performance Writing, Primary Phonics, Direct Instruction 45 minutes daily, 2 - 3 per group Read Naturally, Peer Tutors, Parent Volunteer Tutors At Home Support, Flexible Grouping 15 minutes daily, 3 - 5 per group Harcourt, Differentiated Instruction, Trade Books, Content Texts; Strategies – Literature circles, Content reading, Shared reading, Guided reading, SSR, Think alouds 90 minutes daily Alaska Department of Education and Early Development

22. School Reading Program Sample -3rd Grade Alaska Department of Education and Early Development

23. Lab • Using the Sample Grade 3 School Reading Program as a guide • Select a curricular area: reading, writing or math • Begin to map out what your school or district uses at present and if there are “gaps” and identify what you might need to fill the “gaps” Alaska Department of Education and Early Development

24. What it is Represents a way of using data to examine the system in relation to the most important results Structuring thinking so that we don’t miss anything Identifying strategies with a high probability of improving student performance and knowing if they work Keeping our attention focused on the most important things Common sense into practice (cf. Fullan) What it is not A panacea A curriculum, an intervention, one theoretical orientation One size fits all Hoops to jump through Easier than what came before RTI School Wide Model Dave Tilly, Alaska EED Winter Conference, 2007 Alaska Department of Education and Early Development

25. Response to Instruction Tier III – Intensive Tier II – Strategic Tier I – Core Alaska Department of Education and Early Development