July 2007Alaska Department of Education and Early Development
Response to Instruction Part III
Teacher Collaboration
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
Collaborative Meetings
July 2007Alaska Department of Education and Early Development
Teacher Collaboration
Collaborate – “to work jointly with others especially in an intellectual endeavor.”
(Webster’s Seventh New Collegiate Dictionary)
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
Collaborating with AIMSweb Data
July 2007Alaska Department of Education and Early Development
“Post-it Note Placement” - Fall
Core (Benchmark)
Strategic IntensiveJessica
Danielle
Angel
Arthur
Sam
Karl
Mark
Agatha
Robert
Angie
Ian
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
Tier II Lab
Using a protocol to guide your interactions
Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
Tier III - Lab
Using a protocol to guide your interactions
Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
“Post-it Note Placement” - Winter
Core (Benchmark)
Strategic IntensiveJessica
Danielle
Angel
Arthur
Sam
Karl
Mark
Agatha
Robert
Angie
Ian
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
Things to help the process
Butte (Mat-Su) reading program sample Know available resources at your site
and within the district Flexible scheduling
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
School Reading Program Sample -3rd Grade
July 2007Alaska Department of Education and Early Development
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
July 2007Alaska Department of Education and Early Development
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!