responsiveness to instruction (rti)

Responsiveness to Instruction(RtI)

Defining A Continuum of Supports

North Carolina Department of Public Instruction2012

Objectives

•Understand the importance of defining a continuum of supports, beginning with the Foundational Core

•Begin discussions about developing systems to ensure materials and practices are evidence-based, aligned with behavioral & academic standards, and utilized/implemented with fidelity

Defining A Continuum of Supports: Foundational Core

Foundational Core

Standards

Strategies

Materials

MappingAssessment

Define Foundational Core• Identify gaps

• Grapple with common components of core philosophy in classes

• Focus on problem solving based on factors within school/LEA control

• Ensure equal exposure to effective curricular materials, instructional practices and standards

Define Foundational CoreFacilitate an open discussion

•Skill level with the standards

•Instructional strategies for teaching

•Staff ideas for subject areas

•Materials for teaching

•Assessments

Team Time

1. Select a grade span (K-2, 3-5, 6-8, 9-12)

1. Select a content area

1. For content area in that grade span, discuss:– What are the standards?– What curricular materials are used?– What instructional strategies are used?– Is curriculum mapping a part of the culture?– What assessments are used?

• What were some of the difficulties/barriers in the discussion?

Standards (Academic)

• Knowledge and skills students should possess at critical points in their educational career

• Goals for schooling

• Provide focus for schooling

• Provides a means for alignment of resources

Wonderland County Schools All Elementary Schools July 15, XXXX

x

English Language Arts

Common Core Standards - English Language Arts

Monthly August – June XX-XX school year

All k-2 teachers3-5 ELA teachersElementary PrincipalsInstructional Coaches

August 17, XXXX

All k-2 teachers3-5 ELA teachersElementary Principals/APInstructional Coaches

New hires and permanent substitutues

August 16, XXXX

Weekly walk-throughs during ELA Instructional block

District-created checklist

Instructional Coaches

1. ICs will provide training on 8/16 & 8/172. ICs will use feedback from training and Principal observations/walk-throughs to determine coaching needs for the XX-XX school year.

District Literacy Team

Team Time

• Using the same grade span and content area selected earlier, begin completing the blank Academic Standards form.

• What are your team’s next steps with academic standards?

Standards (Behavior)

• Skills students should demonstrate in certain environments

• Clearly and positively stated

• Provide focus/goals for learning

Wonderland County Schools Utopia Elementary June 13, XXXX

x

Behavior

Behavior Matrices•Hallways•Cafeteria•Restrooms•Classrooms•Playground

June 13, XXXX

August 17, XXXX

August 16, XXXX

All XX-XX faculty/staff were involved indeveloping behavior matrices.

All XX-XX faculty/staff and new hires forXX-XX school year.

New hires for the XX-XX school year and permanent subs.

Principal/AP will conduct informal walk-throughs and will look for evidence of teaching behavior standards.

PBIS Team created checklist

PBIS Team members

Behavior - PBIS Team

PBIS Team members will provide training on8/16 & 8/17. Follow up from training & feed-back from principal walk-throughswill determine coaching needs. Analyze ODR data for additional problem-solving.

Team Time

• Take time to discuss the Foundational Core – Behavior Standards form.

• What are your team’s next step for behavior standards?

Selecting Curricular Materials & Instructional Strategies

Curricular MaterialsInstructional

Strategies

Aligned with State Standards


Aligned with Student Needs

Evidenced-Based Evidenced-Based


Aligned with School Resources


Alignment (State Standards)

North Carolina Standard Course of Study

– Common Core State Standards

– North Carolina Essential Standards

Curriculum Mapping


Strategies








Alignment (Students’ Needs)

• What do the data tell you?

– Culturally responsive

– Language acquisition

– Academic strengths & weaknesses

• What about vertical alignment?


Strategies








Scientifically Based Researchsection 9101(37) of the ESEA

Handout

Curricular Materials/Instructional Strategies: Evidence-Based Worksheet

Research Methods Cheat Sheet


Strategies








Alignment with Available Resources

• Student/teacher ratio• Cost• Time• Teacher skill set• Professional development

Curriculum Materials/Instructional Strategies

Wonderland County Schools All Middle Schools March 5, XXXX

x

Digits - Pearson

District Math Team

Mathematics

June 11-12, XXXX

All 6-8 math teachersInstructional CoachesPrincipals/AP

NA

NA

NA

NA

Formal observations quarterly utilizing the fidelity measure provided by Pearson

Pearson measure

Instructional Coaches (ICs)

-initial training 6/11-6/12-stipends will be used to pay a group of teachers to work on curriculum mapping this summer-ICs will be provide assistance & coaching during the school year

Wonderland County Schools March 15, XXXX

x

All content areas

Flexible Grouping

Training across all schools XX-XX school year

All teachers were required to attend.

Fall XXXX

Only new hires

All previously trained teachers need a refresher and new hires need more in-depth training.

Aug. 16, XXXX

Locally created checklist

Instructional Coaches (ICs) & Lead Teachers

ICs will provide district-wide training for new hires 8/16.ICs will work with principals to schedule refresher training during the firs quarter of the school year.

Principals/AP/ICs will conduct at least annual fidelity checks in each classroom.

Florida Center for Reading Research

http://www.fcrr.org/

Foundational Core

Standards

Strategies

Materials

MappingAssessment

Common Findings

• Not all in agreement of common practices

• Staff members missing training component(s)

• Lack of fidelity with ensuring Foundational Core is being addressed – Curricular Materials – Instructional Strategies– Mapping/Pacing Guides– Assessment

• A lot of resources available, but not always connected/aligned

Define Continuum of Supports: Supplemental & Intensive


• Remediate academic skill deficits so students will be successful with Foundational Core alone

• Provide targeted supports for students who are not meeting grade-level standards

Define Continuum of Supports: Supplemental & Intensive • Remediation of existing problems

• Prevention of more severe problems

• Prevention of the development of secondary concerns as a result of persistent problems


• Skill deficits vs. objective(s) non-mastery

• Supports should be directly linked to Foundational Core & aligned with standards

• Adults should be able to articulate the connection between supports and Foundational Core

• Supports should be aligned with students’ needs


• Supports should be aligned with resources

• Supports should be evidence-based

• Assessments should be aligned with supports

• As the intensity of supports increases, the intensity of assessment should increase

• Focus on problem solving based on factors within school/LEA control


• A data management system

• Appropriate interventions based on what is shown by the data

• Team charged with the oversight and management

What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/


Specify:

• who will provide the intervention(s)

• who will collect data

• who will have overall responsibility for monitoring data

• who will lead the team through the problem-solving

• professional development and coaching supports

Team Time1. Select one grade span and content area

1. Discuss the following:– Are our current interventions/supports directly linked to the

Foundational Core? Can we articulate how they are linked?

– What curricular materials are used for interventions/supports?

– What instructional strategies are used for interventions/supports?

– What assessments are used?

2. Who is making decisions regarding supports provided within the district/school and how are those decisions being made?

"Problems are only opportunities in work clothes."—Henri Kaiser

"The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year."

— John Foster DullesFormer Secretary of State

"The majority see the obstacles; the few see the objectives; history records the successes of the latter, while oblivion is the reward of the former."

— Alfred Armand MontapertAuthor

District and school leadership teams develop a plan:

– Define your continuum of supports, including the Foundational Core, by asking:

• What are our academic standards?

• What are our behavior standards?

• Have we aligned our materials and practices to the standards?

• How do we assess learning?

– As you answer the questions above, use the provided forms to:

• Ensure materials and practices are evidence-based

• Ensure materials and practices are utilized/implemented with fidelity

• Develop a professional development plan for the district and each school

• Investigate before selecting new materials/strategies

responsiveness to instruction (rti)

Documents

standards academicknowledge

behavioral academic

blank academic standards

grade span

instructional practices

training on816

training feed

school yearall