Effective Teaming: The Hardest Part of an RTI System

1. Effective Teaming:The Hardest Part of an RTI System Dean Richards

2. Targets • 100% Team meetings to improve the health of the core program • 20% Team meetings to match instruction to need

4. Do not get stuck in problem admiring

6. Variables Related to Student Achievement Within the student External to the student • Quality of instruction • Pedagogical knowledge • Content knowledge • Quality of curriculum • Quality of learning environment • Quality of evaluation • Quality and quantity of time/content • Desire to learn • Strategies for learning • Knowledge • Skills • Prior content knowledge • Self-efficacy/helplessness Alterable • Race • Genetic potential • Gender • Birth Order • Disposition • Physical difference • IQ • Disability category • Personal history • Family income and resources • Family housing • Parent years of schooling • Mobility • Members of family • Family values • Socioeconomic status • Family history Unalterable (hard to change)

7. Health of the Core Meeting • “Are we meeting the needs of ALL before we meet the needs of the few?”

8. How’s your herd?

9. Weak core instruction

10. Strong core instruction

11. Tier 1/Core Team Guiding Questions

12. Guiding Questions • Based on screening data, is our core program sufficient for most students at our grade level (80% or more above benchmarks)? • Review and analyze current benchmark screening data. Record percentages below: • Review and analyze previous benchmark screening data. Record percentages below: • Using current and previous benchmarking data, set a goal for next benchmarking period. • Review other available grade-wide data (e.g. OAKS, in-curriculum assessments, etc). • Determine percentage of students meeting minimum proficiency standards as set by the district

13. EasyCBM is scored on Norms 100 percentile Low Risk Average Range Some Risk High Risk 1 percentile

14. EasyCBM

15. Guiding Questions • Based on screening data, is our core program sufficient for most students at our grade level (80% or more above benchmarks)? • Review and analyze current benchmark screening data. Record percentages below: • Review and analyze previous benchmark screening data. Record percentages below: • Using current and previous benchmarking data, set a goal for next benchmarking period. • Review other available grade-wide data (e.g. OAKS, in-curriculum assessments, etc). • Determine percentage of students meeting minimum proficiency standards as set by the district

16. Establish an end of the year goal of percentages in each tier

17. Avoiding TBU True But Useless Moving from data collection and analysis to action on data.

18. Instructional needs • What instructional adjustments are needed to improve the health of the core? • What instructional strategies have been effective in your classroom? • Using data, prioritize which big idea of reading is currently the most important common instructional need for most students (circle one): • Which priority skill(s) within that big idea will be targeted for instruction:

20. Instructional needs Phonemic Awareness

21. Instructional needs Phonics

22. Instructional needs Fluency

23. Instructional needs Vocabulary

24. Instructional needs Comprehension

25. Instructional adjustments • What common instructional strategy will be used by all grade level teachers:

26. Common Instructional Strategies Example

28. Active engagement of all students • What active engagement strategy will be used by all grade level teachers:

29. Example

30. By giving a chance for multiple responses, students are retrieving, rehearsing and practicing what has been taught.

31. Does fidelity to the core need to be further examined and how will that be accomplished?

32. What is Fidelity? • A core Reading program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.

33. Fidelity to the core • The Big 5 of Reading • The scope and sequence • State and common core standards • Common instructional strategies

35. To determine which students are in need of interventions, decide what intervention best fits each student’s needs, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.

36. Professional development • What professional development is needed to improve the core? These can be tied to your professional development plan, observations and PDUs.

37. Group Intervention Meetings • Is What We Are Doing Working?

39. Strong core instruction

40. Despite our strong efforts. . .

41. Group Intervention meetings help decide if the cows are fed the right food

42. 20% Decision Rule: The lowest 20% of students in each grade, based on analysis of schoolwide data (Easy CBM, standard writing prompts, attendance, behavior referrals, etc) will receive Targeted intervention (Tier 2) and progress will be monitored every 2-3 weeks, at a minimum.

43. Painting the wall

44. Blue is core Red is ELD Yellow is intervention So What color is the outcome?

45. Be sure to coordinate your instruction to avoid curricular chaos!

47. Before doing all the work

49. Before doing all the work Check your data. . . .

50. Evaluating Interventions: Is What We Are Doing Working? • Apply Decision Rules: Is the student making adequate progress based on decision rules? • Analyze: Is it an individual or a group problem? • Action: Determine what to change