reproducible tier 1 intervention: developing a collective...

Tier 1 Intervention: Developing a Collective Response to Student Learning of CCSS Mathematics, K–12

Mona Toncheff

REPRODUCIBLE

Developing a Collective sponse to CCSS-M Student Learning

Essential Questions• How do your collaborative teams respond to learning?

• What structures do we have in place to support the learning for all students?

• What are essential components for a differentiated Response to Learning (Tier 1)?argeted response to earning (Tier 2)?

What is your current understanding of RTI and ifferentiation?

A differentiated response to learning is like

Tier 1 ersus Tier 2

Individual ReflectionWhat

practiceseachers to

a collectiveto learning?What structuresn place to ensure

CCSS-M learning for all?

What support is needed toimplement RRTI?

Limitednderstanding

1

Strongnderstanding

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Mona

Toncheff

Unless headers or footers note otherwise, all pages are copyrighted to © Mona Toncheff 2013 and are REPRODUCIBLE. • solution-tree.com 1

Developing a CollectiveResponse to CCSS-M Student Learning

Mona Toncheff [email protected] http://puhsdmath.blogspot.com

The PLC Response to Learning

Essential questions:• How do your collaborative teams

respond to learning?

• What structures do we have in place to support the learning for all students?

• What are essential components for a differentiated response to learning (Tier 1)? Targeted response to learning (Tier 2)?

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R E PRO DUCI B LE

Common Core Mathematics in a PLC at WorkTM, High School © 2012 Solution Tree Press • solution-tree.comVisit go.solution-tree.com/commoncore to download this page.

Figure 4.1: The PLC Teaching-Assessing-Learning Cycle

Step One

Collaborative teams identify learning targets and design common unit tasks and assessment instruments.

Step Two

Teachers implement formative assessment classroom strategies.

Step Three

Students take action on in-class formative assessment feedback.

Step Five

Collaborative teams use ongoing assessment feedback to improve instruction.

Step Four

Students use assess-ment instruments from step one for motivation, reflection, and action.

The PLC Teaching- Assessing-Learning Cycle

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Response to Intervention

What is your current understanding of RTI and differentiation?

Use the Likert scale on the note-taking guide.

Use a marker and indicate with an X above the line your current level of knowledge of RTI and differentiation.

When Do You Respond to Student Learning?

—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 3–5 (2012), p. 116

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Equity in Education “Effective professional development is sustained, ongoing, content-focused, and embedded in professional learning communities where teachers work over time on problems of practice with other teachers in their subject area or school.

“Furthermore, it focuses on concrete tasks of teaching, assessment, observation, and reflection, looking at how students learn specific content in particular contexts….”

—Darling-Hammond, The Flat World of Education (2010), pp. 226–227

Research on Intervention

RTI is a system that “integrates research-based practices, progress monitoring, and required support and is a systematic approach for improved teaching and learning.”

—National Center on Response to Intervention

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Paradigm shift:In a PLC culture, you and your collaborative teams must implement a required response to intervention (R2TI).


—Kanold (Ed.), Common Core Mathematics in a PLC at Work, High School(2012), p. 150

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Engage in Learning

What current practices do your teams use to re-engage students in learning?

—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 3–5 (2012), p. 116

What Interventions Do You Currently Use?

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Give One, Get One ActivityInterventions for RTI(Tier 1, Tier 2, Tier 3)

Tier 1Instructional Practices

Tier 2Smal••• • • •roup Considerations

Tier 3Individual ConsiderationsInstructional Practices Small-Group Considerations Individual Considerations

© Toncheff 2013 • solution-tree.comReproducible.

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Intervention Sharing

• Do give one-get one activity – Go around the room. Share one

intervention and write one down intervention until sheet is full.

• Come back to your table and share ideas. Add new interventions and strategies to your table.

• Elect one person from each group to copy interventions and strategies on paper provided.

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Focus on Tier 1

Finish this sentence: A differentiated response to learning is like…

Differentiated Response to Learning

A differentiated response to learning is like finding the right puzzle piece in a 1,000- piece puzzle.

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Tier 1 Interventions

Highly effective Tier 1 interventions: • Use research-based instructional

strategies.

• Assess throughout the learning cycle.

• Address multiple learning needs for diverse learners.

Effective Response to Learning During Tier 1 What is your team’s plan to differentiate?

– Access to content?

– Balanced process versus product?

Differentiate instruction?

Differentiate assessment?

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Access to Mathematical Content


Access to Mathematical Content


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Common Core Mathematics in a PLC at Work™, High School, Kanold (Ed.), p. 139© 2012 Solution Tree Press. solution-tree.com. Do not duplicate.

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y = mx + b

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For each learning target, create an action plan for learning the standard so that you are prepared to take the recovery quiz. Please remember to write down times and dates. The more specific you are about your plan, the more likely you are to stick to it. “Whenever” is not specific!

Action Plan I will attempt these concept mastery options before taking a recovery quiz.

(Check all that apply and write dates and times: morning, lunch time, advisory, afterschool.)

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Date of Recovery

Quiz Scores

A-REI.5

1. I can prove that a linear combination (i.e., elimination) is valid.

Dates: Dates: Dates: Dates: Dates: Dates:

A-REI.6 2. I can solve a system graphically.


F-BF.3

3. I can infer how the change of the parameters m and b of y = mx + b transform the graph.


F-LE.2

4. I can write a linear function given a pattern, set of ordered pairs, graph, or slope and point.


Student Signature: _____________________ Date:_____________________________ Parent Signature:_______________________ Date:____________________________

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Name__________________________________________________________ Week of ______________________

Learning Target Self Assessment

Monday Tuesday Wednesday ThursdayI can find the unknownby solving one step or twostep problems.

I can find the unknownby solving one step or twostep problems.



I got it!I get some ofit.I need help.




Name__________________________________________________________ Week of ______________________


Monday Tuesday Wednesday ThursdayI can round to thenearest 10.

I can round to thenearest 10.







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Table 5.3: Tool for Your Differentiated Response to Learning

Questions to Consider Reflection

What is the learning target for all, for some, or for few? What is the expected level of mastery of the standard?

Does this task provide opportunities for different student readiness levels?

Are there multiple ways to make sense of the mathematics for this standard?

How can the task be adjusted to challenge students more deeply?

Can the task be adjusted to increase access to students who are still struggling with background or prior knowledge?

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Name__________________________________________________________ Week of ______________________


Monday Tuesday Wednesday ThursdayI can tell time to thenearest minute.

I can tell time to thenearest minute.







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Collaborative Teams: Types of Differentiation• Process: Work through the same

product, different process.

• Product: Create different solutions, different products.

• Content: Meet students where they are.

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My 1st Semester Proficiency Graph

10

100

90

80

70

60

50

40

30

20

N‐Q.1

N‐Q.2

A‐REI.1

A‐REI.3

A‐CED

.1

A‐CED

.2

A‐CED

.3

A‐CED

.4

N‐Q.3

F‐IF.1

F‐IF.2

A‐REI.10

F‐IF.5

F‐IF.6

A‐REI.12

F‐IF.7a

F‐IF.9

A‐REI.5

A‐REI.6

F‐BF.2

F‐BF.3

F‐LE.2

F‐BF.1a

F‐LE.1

F‐LE.2

F‐BF.3

F‐IF.7e

F‐LE.3

F‐LE.5

UNIT 1 Standards UNIT 2a Standards UNIT 2b Standards UNIT 3 Standards

Standards Unit Assessment

Recovery Quiz

Midterm

Final

Percent

Proficient

EXCEEDS!!

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Content Differentiation


—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 6–8(2012), p. 172

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A lgebra2 N ame:______________________________________

Unit5P art2 P eriod 1 2 3 5 6 7 8

You have learned several ways to solve for the zeroes of a quadratic function. Today you get to choose theproblem for each course of the menu.

Appetizer: Select ____ problem(s) to solve by the square rootmethod

Main Dish: Select _____ problem(s) to solve by factoringand the zero product property

Side Dish: Select _____ problem(s) to solve by completingthe squ are

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Drink: Select _____ problem(s) to solve by the qu adratic formu la

Desert: Select a problem to estimate solutions by graphing using the calculator

Select one equation for each menu option. Remember you can only use each equation once.2 1y x 23 2x x 2 16 0x 224 5x x

2 9 14y x x 2 8 16y x x 23 24 43y x x 2 20y x x

2 6 9y x x 22 2 3y x x 2 7 13y x x

2( 1) 289y x 225 (2 3)x 2( 4) 25y x 2 4 1y x x

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Name__________________________________________________________ Week of ______________________


Monday Tuesday Wednesday ThursdayI can estimate and useestimation to find ananswer.

I can estimate and useestimation to find ananswer.







Name__________________________________________________________ Week of ______________________


Monday Tuesday Wednesday ThursdayI can round to thenearest 100.








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Table 5.3: Tool for Your Differentiated Response to Learning

Questions to Consider Reflection

What is the learning target for all, for some, or for few? What is the expected level of mastery of the standard?

Does this task provide opportunities for different student readiness levels?

Are there multiple ways to make sense of the mathematics for this standard?

How can the task be adjusted to challenge students more deeply?

Can the task be adjusted to increase access to students who are still struggling with background or prior knowledge?

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http://go.solution-tree.com/commoncore

Criteria for effective R2TI: Tier 1 Interventions • Core instruction is for all students.

• Research-based instructional strategies are integrated into daily instruction.

• Instruction is systematic and considers assessment data to drive instruction.

• Students are engaged in the assessment cycle.

• Use of effective instruction includes techniques to differentiate instruction to meet diverse learning needs.

(Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 6–8, 2012)

Tier 2 Interventions Targeted Response to Learning

What do you do if Tier 1 interventions aren’t working?

Tier 2 interventions “are more intensive and intended for students who continue to struggle even after Tier 1 differentiated instruction is shown to be ineffective.”

—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 6–8(2012), p. 141

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Criteria for effective Tier 2 Interventions • Teachers match learning needs with

intervention.

• Learning experience is significantly different.

• Intensive progress monitoring identifies the specific learning gaps.

• All students have access to targeted interventions (materials).

• Students have opportunity for action on the specific learning target gaps.

• It cannot be optional.—Kanold (Ed.), Common Core Mathematics in a PLC at Work,

Grades 6–8(2012), p. 141

Evaluate Your List of Interventions Against the Criteria.

Tier 2 Reflection

—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades K–2(2012), p. 141

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R E PRO DUCI B LE

Common Core Mathematics in a PLC at WorkTM, Grades K–2 © 2012 Solution Tree Press • solution-tree.comVisit go.solution-tree.com/commoncore to download this page.

Diagnostic Tool for Tier 2 Targeted Interventions

Criteria for effective Tier 2 targeted interventions:

• Match learning needs with intervention.

• Provide learning experiences that differ significantly from those in Tier 1.

• Provide intensive progress monitoring to identify the specific learning gaps.

• Ensure that all students have access to targeted interventions (materials).

• Ensure that students have opportunity for action on the specific learning target gaps.

• Require student participation in the interventions; these are not optional.

Reflection on Tier 2 Targeted InterventionsWhat is your current reality of Tier 2 interventions?

Use this reflection to identify areas of strength and those needing improvement.

Room to Grow Exceeds

1. Student learning needs are matched with intervention. 1 2 3 4 5

2. Learning experience is significantly different. 1 2 3 4 5

3. Intensive progress monitoring is used to identify specific learning gaps.

1 2 3 4 5

4. All students have access to targeted interventions (materials). 1 2 3 4 5

5. Students have opportunity for action on the specific learning target gaps.

1 2 3 4 5

6. Intervention is required. 1 2 3 4 5

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What are the Intervention Gaps? • What interventions do we need?

• Is the need in some students or all students?

• Do students need Tier 1 (differentiated) or Tier 2 (targeted) interventions?

• How will students move in and out of interventions?

• Who will monitor student progress?

Purposeful Planning

—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Leaders Guide (2012), p. 128

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Table 5.7: Intervention-Planning Tool

Intervention Tier

What Students Need

Intervention?

How Often Do Students Get

Support?

How Will Students Receive

Intervention?

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Create a Litmus Test for Your Collective Response to Student Learning.

What R2TI Is Not …

It cannot be the old way of doing business with a new name.

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elf- ssessment for ffective RRTI Interventions

Tier 1: Differentiated Response to Learning (All students)

Core instruction for all students Research-based instructional strategies are integrated into daily instruction Instruction is systematic ssessment data drive instruction Students are engaged in the assessment cycle Use of effective instruction includ techniques to differentiate instruction to meet diverse learning needs

Tier 2: Targeted Response to Learning (Small group dentified students)

Intervention is required. Learning needs are matched with intervention. Learning experience is significantly different. Intensive progress monitoring is used to identify specific learning gaps. All students have access to targeted interventions (materials). Students have opportunity for action on the specific learning target gaps. Additional instructional time outside the classroom ncreased frequency and duration of intervention luid movement into and out of intervention

Tier 3: Intensive Response to Learning ( ndividual)

Specific learning or behavioral intervention match learning or social-emotional need I ndividualized and based on addressing multiple academic and behavioral needs This intervention is in addition to classroom instruction Progress monitoring s part of the assessment cycle luid movement into and out of intervention ore intensive than ier 2 Intervention is required.

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It is not passing the responsibility to another team or teacher.


It is not assuming students are the problem.


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Significantly Different

What R2TI looks like:• Schoolwide approach

• Proactive versus reactive

• Focus on effective systems rather than defective students

(Buffum, Mattos, Weber, Pyramid Response to Intervention, 2009)

Significantly Different

What R2TI looks like. It is a:• Tiered approach that makes sense

• Way to meet students’ needs immediately

• Sensible assessment plan that addresses Tier 1 and 2 needs

• Process to look at intervention sequencing

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Required Response to Intervention What is your current understanding of R2TI and differentiation?

Use the Likert scale on the note-taking guide.

Use a marker and indicate with an X below the line your current level of knowledge of RTI and differentiation.

Reflection and Next steps

• What implications for instructional practices exist for mathematics teachers to ensure a collective RTL?

• What structures do we have in place to ensure CCSS-M learning for all?

• What support is needed to implement R2TI?

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Reflection: What will be your commitments in 2013–2014?

Mona Toncheff [email protected] http://puhsdmath.blogspot.com

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