july 2007alaska department of education and early development response to instruction part iii...

July 2007Alaska Department of Education and Early Development

Response to Instruction Part III

Teacher Collaboration


Teacher Collaboration Agenda Review of assessment – formative and

summative Review of Response to Instruction Introduction of collaborative meetings

Post-it notes – core, strategic, intensive Instructional strategies support Collaborative meeting process

protocols Instructional Interventions

Curriculum samples Butte Elementary sample


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


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


Assessment Review

Formative –Classroom based enabling the teacher to modify instruction. ACFA GLE Item Sampler Teacher created Curriculum Based Measures

Summative – usually published material that occurs at the end of a unit or year of instruction. SBA TerraNova Unit Tests


Response to Instruction

Tier I – Core – 80%

Students will be able to access the standards

with instruction provided with the core curriculum

Tier II – Strategic – 15%

Students will comprehend need

targeted instructional interventions in order to

access the standards

Tier III – Intensive – 5%

Students will need intensive

instructional interventions in

order to access the standards


RTI Guiding Questions

1. Is the core program sufficient?2. If the core program is not sufficient, why

isn’t it?3. How will needs identified in the core be

addressed?4. How will the effectiveness and efficiency

of the core be monitored over time?5. Have improvements to the core been

effective?6. For which students is the core program

sufficient or not sufficient and why?Dave Tilly, Alaska EED Winter Conference, 2007


RTI Guiding Questions (continued)

What specific supplemental and intensive instruction is needed?

How will supplemental and intensive instruction be delivered?

How will effectiveness of supplemental and intensive instruction be monitored?

Which students need to move to a different level of instruction?Dave Tilly, Alaska EED Winter Conference,

2007

These repeat for Supplemental Intensive


Collaborative Meetings


Teacher Collaboration

Collaborate – “to work jointly with others especially in an intellectual endeavor.”

(Webster’s Seventh New Collegiate Dictionary)


Collaborative Meeting

Using an established protocol An instruction leader at the site level as

facilitator A time to reflect on current data,

instructional strategies, programs, materials used, weaknesses, strengths in relation to teaching

Working together to increase the academic achievement of individual students and ultimately the school


Collaboration and Response to Instruction is …

Problem solving Collaborating staff members Using data from individual students Continuously searching to find what

works for an individual student Implementing instructional

interventions reliably and effectively Helping ALL students be successful and

work toward achieving the standards


Collaborating with AIMSweb Data


“Post-it Note Placement” - Fall

Core (Benchmark)

Strategic IntensiveJessica

Danielle

Angel

Arthur

Sam

Karl

Mark

Agatha

Robert

Angie

Ian


Tier I Lab

Using a protocol to guide your interactions

Utilize the triangle of school and/or district assessment data created previously, ask Tier I guiding questions about your assessment data


Tier I - Guiding Questions

What are our school goals? (Where are we? Where do we want to be?)

What percentage of our students are meeting benchmark goals?

Did we get more students to benchmark this year than last year?

Is the core program meeting the needs of the majority of the students (80%+)?

How will the effectiveness of the core program be monitored over time?

J. Knutson, 2007


Tier II Lab


Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data


Tier II – Guiding Questions For which students is the core program not

sufficient? Why? What areas need to be targeted? What instructional intervention materials are going

to be used? How much support is needed and how will it be

delivered? Are our instructional intervention programs being

implemented with fidelity? Are students moving from strategic to benchmark? How effective are our Tier II instructional

intervention groups? Which students need an instructional change?

J. Knutson, 2007


Tier III - Lab


Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data


Tier III – Guiding Questions Where is the student? Where do you want

him/her to be and by when? (Goals) What skills do we need to teach more

explicitly? What strategies and/or materials are we going

to use to teach the target skills? How much support is needed? Who is responsible for each of the intervention

components? How often are we going to review progress? Is the student moving from intensive to

strategic or benchmark levels? Is the student increasing his/her rate of progress?

J. Knutson, 2007


“Post-it Note Placement” - Winter

Core (Benchmark)

Strategic IntensiveJessica

Danielle

Angel

Arthur

Sam

Karl

Mark

Agatha

Robert

Angie

Ian


Collaborative Meeting – Instructional Strategies Support

Discuss instructional grouping – skill based Discuss type of instructional interventions

Small group 1:1 Subject Skill

Discuss core instructional strategies Timeline for using instructional

interventions


Instructional Interventions are:

Supplemental to core curriculum Linked to assessment Increased exposure to curriculum More intensive focus of curriculum Small group or 1:1 instruction

RTI and the Classroom Teacher, LRP Publications, 2006


Determining Instructional InterventionsUse:

all site expertise you have (teachers, principal, resource teachers),

various material resources available, district personnel expertise, research based strategies and/or those

supported by data, and collaborative meetings to discuss


Monitoring Interventions

Utilize instructional interventions for set time Monitor progress throughout to determine

effectiveness of instruction Look at data and instructional intervention

provided If no progress, change instructional program

and/or strategies Increase formative assessments


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


Things to help the process

Butte (Mat-Su) reading program sample Know available resources at your site

and within the district Flexible scheduling


School Reading Program Sample 3rd Grade

LMB, Slingerland Seeing Stars, Rewards, SRA High Performance Writing, Primary Phonics, Direct

Instruction45 minutes daily, 2 - 3 per group

Read Naturally, Peer Tutors, Parent Volunteer Tutors

At Home Support, Flexible Grouping15 minutes daily, 3 - 5 per group

Harcourt, Differentiated Instruction, Trade Books, Content Texts; Strategies – Literature

circles, Content reading, Shared reading, Guided reading, SSR,

Think alouds90 minutes daily


School Reading Program Sample -3rd Grade


The Solutions (Research and Common Sense Into Action)

We can't work any harder!So...We gotta work smarterAnd...It will require the whole

system working together

Dave Tilly, Alaska EED Winter Conference, 2007


Important Points!

RTI presents guidelines, not absolutes

The problems are similar everywhere you go

The principles for solving them are similar

The SPECIFICS will be different in your setting

Your solutions will differ from our solutions!

july 2007alaska department of education and early development response to instruction part iii...

Documents

alaska department of

early development response

early development post

school slide

early development tier

supplemental intensive

teacher collaboration

limit slide