Response to Intervention: A Standards-aligned System for Student Success

High Quality Standards-aligned Curriculum and Research-based

Instruction

Training Outcomes• Participants will:

• Assess the alignment of their core programs to the PA Standards

• Define the term scientifically-based• Identify effective principles of design and

delivery of core instruction • Develop an awareness of criteria used to

evaluate core reading and math programs• Analyze strengths and weaknesses of core

reading and math programs• Develop an action plan to strengthen the

district’s existing core reading program

Goal

• A standards-aligned curriculum delivered with fidelity using differentiated, effective instructional practices should meet the needs of 80% of students!!

• Core programming and instruction is the foundation of all that follows in the RtI process. Without this solid base, all later instructional decisions are suspect.

Core Programs:

• Serve as the base of reading/math/behavior instruction

• Provide complete instruction in the key components of reading/math/behavior

• Are designed for all settings and all students• Are preventive and proactive• Incorporate a high probability of student

proficiency (80%)

Core Programs also:

• Align student materials and assessments• Provide small and large group instructional

activities• Scaffold to support initial learning and

transference of skills• Provide ongoing cumulative review

Questions

• Is my core curriculum standards-aligned?• Is my core program research based?• Is my core instruction differentiated to meet

the needs of all learners?• Is my core instruction delivered using effective

instructional practices?• Is my core instruction delivered with fidelity?

How can I know this??

Implementation of a School-wide Approach to Address the Reading, Mathematics and

Behavioral Needs of All Students

Conduct Benchmark/Outcome Assessment for All

Students (PSSA, PVAAS, 4 Sight,

Formative Assessments),

Universal Screening of Academics and

Behavior is Conducted for All Students;

Continuous Progress Monitoring; Progress Monitoring Data used to drive instruction and intervention.;

All students receive the Standards aligned Core Curriculum. ALL Staff (Gen, Sp Ed, Title, ESL) Assume an Active role in Instruction in

the Curriculum

ALL Students Receive High Quality, Research-Based Instruction in the General Education Setting; High-Quality Instruction and Intervention Using Data to

Inform Instruction, Ensure that Researched-Based Instruction and Intervention Strategies

are Implemented with Fidelity

Support Resources and

Materials along with

Supplementary Interventions are Necessary

to Help Students Not

Making Sufficient Progress

Research-Validated Interventions are

Implemented Based on the Type, Level and Intensity of

the Individual Student’s Need

SAS and RtI: The Connection

Standards Aligned Systems

Is there strong, observable evidence that the standards-aligned curriculum and instructional practices are consistently implemented across all classrooms?

Pennsylvania’s Standards-Aligned System

Is our core curriculum standards aligned?

Standard-alignment ‘Look fors’

1. Evidence of an annual planning process that reviews PSSA Proficiency, PVAAS and local data analyzing proficiency on standards and eligible content within and across grade levels. Are there curricular holes for all or any subgroup?

• PSSA (PSSA Data Interaction, GROW Network)• PVAAS• Other Assessments (DIBELS, 4Sight, Discipline

Referrals, Drop out Rate, etc.

Phase 1ORGANIZE

and REVIEWDATA

RtI –Data driven process

Phase 1ORGANIZE

and REVIEWDATA

RtI –Data driven process

Phase 2ANALYZE DATA and

DISCOVER“Root Cause”RtI –Data teaming

process

Phase 2ANALYZE DATA and

DISCOVER“Root Cause”RtI –Data teaming

process

Phase 3PLAN

SOLUTION

*RtI Strategy

Phase 3PLAN

SOLUTION

*RtI Strategy

*RtI connection: The RtI strategy may be used as one of the “vital few” research validated strategies to assist schools with improving student performance.

Figure 1: The Three Phases of a Continuous Improvement Planning Framework

Summative AssessmentsFormative AssessmentsPerceptual/Demographic Data

Phase 1ORGANIZE and REVIEW

DATA

Phase 2 ANALYZE DATA and

DISCOVER “Root Cause”

Phase 3PLAN SOLUTION

Main Idea Multiple data sourcesBalance of local and state assessments

Current state of student achievement, based ONLY on student dataHighest-priority Areas of Strength and Areas of ConcernUnderlying causes of current state of student achievementPotential improvement strategies

Student achievement improvement targetsAction Sequence…in 1-2-3-4-5 Steps!

Key Components

PSSA DataPVAAS Data4Sight Assessments (or equivalent)Locally relevant assessmentsGuiding Questions for “root cause” analysis“Vital few” research-based or promising strategies

NCLB/AYP targetAction Sequence:Step 1: DATAStep 2: DESIGNStep 3: DELIVERYStep 4: DEVELOPMENT OF PEOPLE5:DOCUMENTA-TION

Standard-alignment ‘Look fors’

2. Evidence of periodic curriculum mapping in reading and math.

3. Evidence anchors and eligible content are addressed in teacher lesson planning.

4. Evidence teachers understand the flow of the curriculum and standards within and across grade levels.

Standard-alignment ‘Look fors’

5. Evidence of effective use of 4Sight, DIBELS, AIMSweb or other benchmark systems

6. Grade level planning sessions that set grade-wide goals to achieve benchmark targets in reading, math and/or behavior.

Complete the Standards-aligned Core Program

Component of the Core Program Review Tool

Is our core program research-based?

What is Scientifically-Based Research?

Definition Activity

NCLB 2001IDEA 2004

Reading First

Scientifically-Based Research

• True scientific model

• Long–term duration

• Sampling procedures

• Researcher bias

• Contrast with other educational research

Reading MUST Explicitly Address:

• Key elements of scientifically-based core programs includes explicit and systematic instruction in the following:– Phonological Awareness– Phonics– Fluency– Vocabulary– Comprehension

Math MUST Address

• Concept Standards;– Numbers and Operations– Measurement– Geometry– Algebraic Concepts – Data Analysis and probability

As well as:

• Process Standards:– Problem Solving– Reasoning and Proof– Communication– Connections– Representations

As Well as:

• The Five Strands of Mathmatical Proficiency– Conceptial Understanding– Procedural Fluency– Strategic Competence– Adaptive Reasoning– Procedural Disposition

Behavior Characteristics

• Expected behaviors are defined and explicitly taught across all settings and supported by all staff.

• A system of school-wide positive behavior support is in place.

• Effective instructional practices are the base of effective positive behavior support.

• Data gathering process for skills addressed in the behavior core (School-wide Information System, etc)

Behavior Characteristics

• Expectations and consequences are consistent, known and understood by staff and students.

• A system is in place to positively reinforce appropriate student behavior.

• Staff utilizes de-escalation techniques with inappropriate student behavior.

Program Evaluation Resources PSSA Blueprint

• Florida Center for Reading Research. [Website.] http://www.fcrr.org/

• Oregon Reading First. [Website] http://oregonreadingfirst.uoregon.edu/

What Works Clearinghouse www.whatworks.ed.gov/

Program Evaluation Resources

Best Evidence Encyclopedia www.bestevidence.org

K-12 Mathematics Curriculum Center National Council of Teachers of Mathematics

National Science Foundation www.comap.com/elementary/projects/arc

National Math Panel www.ed.gov/about/bdscomm/list/mathpanel/

index.html

Research-based ‘Look fors’

1. Evidence of consideration of research-based issues in the material selection process.

2. Evidence supplemental programs were selected/implemented to fill gaps in the core programs selected.

3. Evidence of professional development around the critical research features of reading and math content.

Complete the Research-based

Core Program Component of the Core Program Review Tool

Is our core instruction differentiated to meet the

needs of all learners?

Differentiated Instruction Seeks to

• “...provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in some important ways from one another.” (Tomlinson, 1998)

Differentiation means:

Meeting the needs of all students through:• Whole Group Instruction• Small Group Instruction – Same Ability• Small Group Instruction- Mixed Ability• Student Pairs• One on One

What Happens?

In a differentiated classroom, the teacher plans and carries out with assistance

varied approaches to content, process, and

product in anticipation of and response to student differences in readiness and/or

interest.

Differentiated Instruction ‘Look fors’

1. Evidence the staff has received training in differentiated instruction and co-teaching.

2. Evidence the teachers have received the student data they need to plan for differentiated instruction.

Differentiated Instruction ‘Look fors’

3. Evidence the schedule provides for planning time to facilitate differentiated instruction?

4. Evidence the schedule provides for ‘all hands on deck’ resources during reading and math instruction.( All staff is available to support core instruction)

Complete the Differentiated Instruction Component of the

Core Program Review Tool

Is our core instruction delivered using effective instructional practices?

Remember: Effective Instruction

1. Is there strong, observable evidencethat the standards-aligned curriculum and instructional practices are consistently implemented across all classrooms?

10 Effective Teaching Principles

1. Engaged Time

2. High Success rates

3. Opportunity to learn content

4. Direct and supervised teaching

5. Scaffolded instruction

6. Critical forms of Knowledge

7. Organizing, storing and retrieving knowledge

8. Sameness taught9. Strategic Instruction10.Explicit Instruction

Ellis, E. S., et. al. (2000)

9 Essential Instructional Strategies39

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

Effective Instruction ‘Look fors’

1. Evidence of professional development in research-based effective instructional practices.

2. Evidence that implementation of effective instructional practices are monitored and supported by administration and/or peer processes.

Complete the Effective

Instruction Component of Core Program Review Tool

Are all aspects of our core instruction delivered with

fidelity?

Fidelity of Implementation

Core programming and effective instruction are the foundations of all that follows in the RtI

process. Without this solid base, all later instructional decisions are suspect.

Without fidelity, all bets are off!!

How do we know if it is true?

Fidelity of Implementation

• Of the Core Program

• Of Programs Supplemental to the Core

• Of research-based Instructional Practices

Fidelity ‘Look-fors’

1. Adequate uninterrupted instruction timeReading-90 minutes

Math-60 minute

2. Publisher developed fidelity of implementation checklists.

3. Generic effective instruction checklists (www.pattan.net)

Fidelity ‘Look-fors’

4. The principal’s observation of teacher performance through classroom visits and observations conducted during the instructional period for the targeted content/ subject area on a regular basis.

5. Checklists of integrity of instruction completed by teachers as self check measure.‐

6. Checklists of integrity of instruction completed among teachers as peer check measures.‐

7. Implementation of checklists by content specialists or curriculum supervisors working with classroom teachers.

• Complete the Fidelity Component of the Core Program Review Tool.

• Complete Scoring Summary and set Priorities.

• Action Plan

That Is:

Data indicates that the school’s standards-aligned curriculum delivered with fidelity using

differentiated, effective instructional practices meets the

needs of 80% of students!!

Supplemental Activity 1

Carousel Activity on Instructional Design

Tier 3: Interventions

forA Few Students

Tier I: Foundation

Standards Aligned Instruction for All Students

Tier 2: Interventions

forSome Students

Culminating Activity

Instructional Design• Allocation of time• Connection to supplemental materials• Grouping strategies

– Implemented – Flexible

• Active student engagement• Effective classroom management• High levels of academic learning time

Supplemental Activity 2

Core Reading Program Evaluations

Analysis Activity

Resources• Armbruster, B. & Osborn, J. (2001). Put Reading

First: The Research Building Blocks for Teaching Children to Read. Jessup, MD: National Institute for Literacy.

• Batsche, G., et al. (2005). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc.

• Brown-Chidsey, R. & Steege, M. (2005). Response to Intervention: Principles and Strategies for Effective Practice. New York: Guilford Press.