ncdpi rti and mulit tiered presentation

It All Starts With Core: Building a Continuum of Supports

North Carolina Department of Public Instruction

Collaborative Conference for Student Achievement

March 2014

Welcome!

Introductions

Presenters and participants

2

Objectives Know the critical components of

Responsiveness to Instruction (RtI) as a school

improvement model.

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

Learn how two systems have developed a system to ensure materials and practices are

evidence-based, aligned with behavioral &

academic standards, and

utilized/implemented with fidelity

State of RtI (MTSS)

in North Carolina

Multi-Tier System of Supports

(MTSS)

NC DPI MTSS

Leadership and Policy Team

Rebecca Garland, Chief Academic Officer

Robin McCoy, Director, K-12 Curriculum and Instruction

Bill Hussey, Director, Exceptional Children

Sherry Thomas, Assistant Director, Exceptional Children

John Pruette, Director, Office of Early Learning

Donna Brown, Program Monitoring and Support Services

Carolyn Guthrie, Director, K-3 Literacy

Jo Anne Honeycutt, Director, Career and Technical Education

Lynne Johnson, Educator Effectiveness

Pat Ashley, Director, District and School Transformation

Tammy Howard, Director, Accountability Services

Amy Jablonski & Heather Reynolds,

State Implementation Science Specialists

NC DPI Definition of RtI

NC Responsiveness to Instruction (NCRtI) is a

multi-tiered framework which promotes school

improvement through engaging, high quality

instruction. NCRtI employs a team approach to

guide educational practices, using a problem-

solving model based on data, to address student

needs and maximize growth for all.

7

What is RtI?

Framework that focuses on:

Appropriate, targeted instruction

Evidence-based teaching strategies

Early intervention

Accurate assessment with valid, reliable data

Frequent progress monitoring

Informed instructional decisions

8

Critical Components of RtI

1. Leadership and Shared Responsibility

2. Problem-Solving/Data Driven Decision Making

3. Assessment

4. Curriculum and Instruction

5. Sustainability and Integration

6. Family and Community Collaboration

9

Core: Tier 1

10

Who: All students are in Tier 1 (Core)

What: Evidence-based programs and practices

demonstrated to produce good outcomes for the majority

of students

Effectiveness: If at least 80% of all students are meeting

benchmarks in Core alone.

What about subgroups?

Slide adapted from G. Batsche

Supplemental Instruction: Tier II


Who: Students needing supplemental support in addition

to Core instruction

(approx. 20% of students)


demonstrated to improve performance in Core

Effectiveness: If at least 70-80% of students improve

performance (toward Core standards)

Intensive Instruction: Tier III

12

Who: Students needing Intensive support in addition to

Supplemental and Core instruction

(approx. 5% of students)


demonstrated to improve performance

Effectiveness: If there is progress toward performance in

Core standards


Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

13

Total School Improvement Model

Problem-solving for all students

Setting goals for groups of students and individual students

Maximizing curriculum to meet needs of all students

14

What Are Our Beliefs?

What are the characteristics/ qualities of a great

school?

For 2 minutes, work alone to write each characteristic or quality on its own sticky note.

Find an eyeball partner and share.

15

Defining, Analyzing and Monitoring

Tier I

Core: Tier 1

17

Who: All students are in Tier 1 (Core)


demonstrated to produce good outcomes for the majority

of students

Effectiveness: If at least 80% of all students in all

subgroups are meeting benchmarks in Core

(with no additional support)

Define Core

Standards

Core

Strategies

Materials

Mapping

Assessment

Curricular Materials Instructional

Strategies

Aligned with State

Standards

Aligned with State

Standards

Aligned with

Student Needs

Evidenced-Based Evidenced-Based

Aligned with

Student Needs

Aligned with School

Resources

Aligned with School

Resources

Alignment (Students Needs)

What do the data tell you?

Culturally responsive

Language acquisition

Academic strengths & weaknesses

What about vertical alignment?


Strategies

Aligned with State

Standards

Aligned with State

Standards

Aligned with

Student Needs


Aligned with

Student Needs

Aligned with School

Resources

Aligned with School

Resources

Without good first teaching*, supplemental

intervention doesnt have a chance. a special educator

* High quality core instruction


Strategies

Aligned with State

Standards

Aligned with State

Standards

Aligned with

Student Needs


Aligned with

Student Needs

Aligned with School

Resources

Aligned with School

Resources

Alignment with Available Resources

Student/Teacher Ratio?

Cost?

Time?

Teacher skill set?

Professional development?

Common Findings

Not all in agreement of common practices

Staff members missing training component(s)

Lack of fidelity with ensuring core is being addressed

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

Framing Issues and Key

Concepts

Academic Engaged Time

(AET) is the best predictor of

student achievement

330 minutes in a day, 1650 in a week and 56,700 in a

year

This is the currency of instruction/intervention

Its what we have to spend on students

How we use it determines student outcomes.

MOST students who are

behind will respond positively

to additional CORE

instruction.

Schools have more staff qualified to deliver core

instruction than specialized

instruction.

Issue is how to schedule in such a way as to provide

more exposure to core.

Slide created by G. Batsche

Partner Talk

Discuss amount of time for core instruction for all students

Do students have enough time receiving core instruction?

Do all students receive core instruction?

Analyzing and Monitoring Tier I

Identify

Problems

Develop

Hypothesis

Discuss

and Select

Solutions

Develop

and

Implement

Action

Plan

Evaluate

and

Revise

Plan

Implementation Gap

Students cannot benefit from intervention they do not experience

RESEARCH PRACTICE IMPLEMENTATION

Bottom Line

The only way the needle moves is through an integrated, school-wide approach in which everyone owns part of the problem and believes big changes in achievement can happen.

Don Deshler

NC CLC Symposium February 2013

Defining A Continuum of Supports:

Core

A Model of Two Systems

Asheville City Schools Liz Massey

Anne Hardy

Guilford County Schools Dr. Whitney Oakley

Susan Laney

Asheville City Schools

It All Starts With Core

Life Before The Change

Difficult to answer the question what tools and procedures do we use to teach children to read?

Lack of guaranteed curriculum within and between schools and grade levels.

Need for transparency with data, particularly regarding subgroups.

Curriculum gaps, particularly related to Foundational Reading Skills.

Why Did We Change?

Building Shared Vision and Attitudes: Analysis by P. Perrotta

System wide trend data provides evidence that the ACS CORE Literacy Model

does not meet acceptable standard after the first 4 years (Kindergarten-3rd)

We must be willing to measure the effectiveness of the ACS Core Literacy Model

through the analysis of subgroup performance data.

We must reject the notion that low performance of some student subgroups ( 2 or 3x

below other subgroups) in reading is because of socio-economic status, or home

environment.

It is imperative that district level staff and funds support and emphasize

changes to the Literacy Model that will get different results than those over the

past 5 years.

The greatest area of need for students and teachers is in the area of

Foundational Skills

Implementation Plan

Timeframes & Clarification: Provide a DEFINED ELA core curriculum vs. weekly timeframes

Collaborative Process: involving all K-5 teachers, stipends for coach/teacher work days over the summer, and system wide plan for

implementation for 2013-14

New ELA Coach Model: effective January 2014

Wilson Fundations added as new component to Core ELA at K-2 in all elementary schools (address Foundational Skills/Phonics in Core)

Use Data: mClass/MAP and other assessment data to guide instruction/improvement

Professional Development Alignment: Core Curriculum Training, Studio Lessons, maximizing District Professional Development Days

Structures for Change

Establish a Coaching Model o Clear definition of roles

o Consistent coach job responsibilities

o Coaching for all teachers

Define and Improve Core o Guaranteed baseline of instruction for all students

o Involve all stakeholders

o Focused on teacher leadership

Implement Fidelity Measures o Establish and communicate clear and specific purpose

o Literacy coaches dip their toes in

o Opportunities for teachers to use

o Communicate implementation schedule

Use of RtI Framework

Establishing a Coaching Model

I. K-5 Organizational Structures

Theme: partnering and collaborating with elementary schools to build continuity and support teachers with best instructional

practices to improve student outcomes

(NEW, January 2014) Instructional Coach Model Handbook

o Includes intentional partnering with Instructional Technology

Facilitators and School Library Media Coordinators

(NEW, August 2013) ELA Coach Structure with School-based ELA Coaches partnering with district coach

(NEW, August 2013) Math Teacher Leader Structure with 2 representatives from each elementary school partnering with

district coach

Establishing the ACS Instructional Coach

Model Objectives

to support the implementation of a defined local core curriculum to improve learning outcomes for students

to bring coherence to the roles and duties of staff

to assist teachers by demonstration and modeling

to provide feedback through coaching

to assure ongoing and extensive professional development

to develop a strong team and model between central services and elementary schools that embraces continuous improvement

initiatives (i.e. Responsiveness to Instruction, Professional

Learning Communities, Classroom Management, Differentiated

Instruction)

Coaching Continuum

Sustainability with the Coaching Model

Based primarily on roles, not individuals

Renewable funding source

Evaluated regularly with an eye towards continuous improvement

Define and Improve Core

http://www.fromthemixedupfiles.com/tag/book-clubs/

Values & Action Steps

The effectiveness of our local K-5 ELA core curriculum will be

measured by student data including subgroup data.

Therefore, we have Defined a guaranteed core curriculum for all ACS elementary students.

We will use Fidelity Measures - for each defined component of our core ELA curriculum to improve the delivery instruction not

as a gotcha!

We want comfort and transparency with how we teach students to read (Core

ELA) a good thing for all of us to share with our parents and community!

Define and Improve Core-

1st Grade Core English Language Arts

Planning for Sustainability

Staff Development and Support

Applying Implementation Science to Curriculum Adoption o Wilson Fundations

Studio Lessons o allow teachers the opportunity to watch colleagues present a lesson and

have conversation with peers regarding instructional practices

Core Curriculum Trainings o provide detailed information on implementing the core curriculum

components including Guided Reading, Reading Workshop, Fundations,

Words Their Way, Writing Workshop etc.

Professional Paideia Sessions o teacher centered and focused on direct application to classroom practice

Implement Fidelity Measures

http://teachingmyfriends.blogspot.com/2012/03/teacher-observations.html

Implement Fidelity Measures

Impact on RtI

Focus on Core instruction is increased - added documentation of Core

effectiveness to Tier I Problem Solving Plan

Where are we now and next steps

IT ALL STARTS WITH THE CORE: BUILDING AN RTI FRAMEWORK

Dr. Whitney Oakley, Executive Director of PreK-5 Curriculum and Instruction

Guilford County Schools

Susan Laney, RtI Coordinator

Guilford County Schools

712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2

RtI in Guilford County Schools

Where we were

2 schools in DPI RtI Pilot Study District-wide universal screening in reading since 2008 RtI team training for schools in 2009 - 2011

Where we are

Implementing district changes and support for pieces of core instruction

Equipping PLCs to direct Tier II Transitioning intervention support team to Tier III team

Aligning academic and behavior efforts

Go slow to go fast!

Where we are going

Providing core instruction to meet the needs of most students, including subgroups

Layering intervention programming connected to core instruction


Literacy Strategy 1.28 Give teachers high quality resources and a standardized, specific plan to teach reading. Explore research-based, standardized reading

programs Improve the quality of instruction in the literacy

block Increase student achievement and decrease the

percentage of students who need intensive intervention

Early Intervention Strategy 1.33 Provide high quality, research-based interventions for students. Provide a multi-tiered system of supports that

ensures student receive effective and timely interventions

Guilford County Schools Strategic Plan 2016


2008-09

2009-10

2010-11

2011-12

2012-13

First Grade Middle of Year Comparison

DIBELS Composite Score (assessed using mCLASS)

DIB

ELS

6th

Ed

itio

n

DIB

ELS

Nex

t At or Above Benchmark Below Benchmark Well Below Benchmark

Regular analysis of kindergarten through third grade Reading 3D assessment data reveals that current instruction has not aligned with early literacy benchmarks. Result has been a loss of students in each grade level each year who are prepared for life-long reading proficiency. District trends remain unchanged from 2008 to present.

Performance at proficient level or higher on End of Grade reading assessments (grades 3-8) at 68.1 percent.

GCS Historical Early Literacy Data


2008-09

2009-10

2010-11

2011-12

2008-09

2009-10

2010-11

2011-12

Phonemic Awareness (PSF)

Basic Phonics (NWF)

GCS Historical Early Literacy Data


Beginning GCS Literacy Changes (2012-13)

Principal training

Elementary Principal meetings shifted from information dumping to work sessions

Equipped principals with knowledge to be instructional leaders in literacy

Identified direct links between assessment, classroom instruction, RtI

Selected programming to start systematic core instruction

November

Alignment of DIBELS

measures & Basic

Early Literacy Skills

December

Defined Basic

Early Literacy

Skills & linked to

CCSS RF Strand

January

Basic Early

Literacy Skills in

Model Instruction

February

Basic Early Literacy

Skills instruction in

GCS Schools

March

Instructional changes in

response to data

Link to RtI


GCS Literacy Changes K-8 (2013-14)

Instructional Changes

Adjustments to Core (Tier I Changes) Adjustments to Intervention (Tier II Changes) New K-8 instruction and programs in the area of word study K-3 Fundations 4-5 Words Their Way 6-8 Just Words

Professional Development

Summer 2013, teachers received professional development and materials in new instruction and programs

Curriculum Facilitators received word study training during the summer institute

Principals and Curriculum Facilitators receive ongoing professional development targeting effective implementation

Measuring Progress

Assessments for all students to measure growth over time K-3 Reading 3D (Reading) 6-8 AIMSweb (Reading and Math)

Principals and Curriculum Facilitators analyze data through facilitated sessions at key points during the school year to determine effectiveness


GCS Instructional Changes Shifting from Instructional Recommendations


GCS Instructional Changes to providing Instructional Resources


Literacy Changes Support Plan (2013-14)

Academic Services; District Staff

3-4 times yearly data work sessions

C & I Staff Increasing capacity through:

Fundations facilitator certification NC Reading Foundations trainer certification

Principals

4 times yearly data work sessions including: goal setting for grade levels core instruction adjustments identifying students and strategies for intervention

Curriculum Facilitators

Monthly CF PLCs Focus on coaching, data, supporting instructional changes

Teachers Data focused PLCs following assessment windows Model lessons from Wilson trainers to model explicit word

study instruction


K 3 Literacy Changes Fundations Program


Fundations (Word Study instruction, 30 minutes daily) 2013 14 Kindergarten through Second Grade 2014 15 Kindergarten through Third Grade

Core instruction Daily instruction word study instruction for K-3 students (by

2014-15)

Supplemental Instruction

Additional supplemental instruction for struggling learners 3 times a week (by 2015-16)


All K-2 teachers (approximately 1,000 teachers) trained and received materials summer 2013

Coaching provided by Wilson (publisher) at 1 school per region 12 internal Fundations Facilitators (existing positions)

Additional coaching days at 30 schools

Measuring Progress

Initial implementation measured by walkthrough checklists, implementation checklists

Student progress documented on unit tests After initial implementation, growth in 2014 MOY Reading 3D

data


What is Fundations? Fundations is a word study and spelling program for kindergarten through third grade students. Fundations addresses the Foundational Reading Skills Strand of CCSS. Fundations is the curriculum for one component (30 to 35 minutes) of the daily GCS balanced literacy block (120 minutes). Fundations includes mastery assessments after each unit. Each K 2 teacher received a teacher kit. Teacher kit contains teacher manual,

posters, letter cards, teacher cue cards Students use the student materials each day. Student materials include dry erase

board, magnetic letter journal, composition notebook

K 3 Literacy Changes Fundations Program


Fourth and Fifth Grade Literacy Changes


Words Their Way (Word Study Instruction, 30 minutes daily)


All 4-5 teachers (approximately 500 teachers) trained and received materials between June 18 and August 22

Coaching provided by GCS ELA Specialists to School Curriculum Facilitators

Measuring Progress


After initial implementation, growth expected in DIBELS data, Reading levels, EOG reading proficiency


What is Words Their Way? Words Their Way is a word study and spelling program utilized for fourth and fifth grade students.

Addresses the Foundational Reading Skills Strand of CCSS

Words Their Way is the curriculum for one component (30 minutes) of the daily GCS balanced literacy block (120 minutes).

Each 4 5 teacher received a text book and instructional support manuals.

Provides small group, differentiated instruction based on a developmental spelling inventory

Provides instruction exactly where students are using but confusing spelling features and word parts

Allows for active manipulation of words in order to explore general spelling patterns and spelling/meaning connections

Example sort of when to spell a word with dge (after a short vowel sound) versus when to spell a word with ge (after a long vowel sound)

-dge -ge

edge age

badge stage

ridge rage

fudge cage

judge huge

lodge

bridge

ledge

dodge

hedge

pledge

Fourth and Fifth Grade Literacy Changes


K 5 Literacy Assessment Universal Screening/ Reading Levels

Assessment Tool

Teacher Training Administration trainings

In person training Online modules

Using Data to Drive Instruction

Training to utilize data at the school level Sessions 4 times a year with principal and curriculum

facilitators Training to utilize data at the classroom level

Summer training and optional sessions for curriculum facilitators

District trainers attend school PLCs upon request


Support for K - 5 administrators (Fall 2013)



facilitators


Support for K - 5 administrators (Winter/Spring 2013/14)



facilitators


6th 8th Grade Literacy Changes


Just Words Curriculum for reading intervention, 45 minutes daily, 90

students per school) Just Words is the replacement for Read 180

A replacement for Read 180 was required when 3 years of End of Grade test results did not demonstrate significant growth for students in the Read 180 classes.


Reading Lab teachers (20 teachers) trained and received teacher/student materials

Ongoing Professional Development

Coaching from Wilson Quarterly teacher meetings

Measuring Progress


Student progress documented on unit tests Growth expected in AIMSweb data


What is Just Words? Just Words provides a curriculum for the study of word structure through the six syllable types in English and the most common Latin roots.

Just Words is a word-level intervention program with a highly explicit and systematic focus on the study of word structure.

Just Words is for students who have mild to moderate gaps in their decoding and spelling proficiency

Just Words is the curriculum for reading intervention in middle schools.

Each middle school reading intervention teacher received a teacher kit and student kits

Teacher kit contains teacher manual, instructional materials, interactive whiteboard capability

Student kit contains dry erase tablet, magnetic journal with letter tiles, student composition book

6 8 Literacy Changes Just Words Program


6 8 Universal Screening AIMSweb (Reading and Math)

Assessment Tool

Teacher Training Administration trainings

AIMSweb training for 2 staff members



facilitators


Next Steps

K-3 Systematic Intervention including Fundations double dose

4-5 Systematic Intervention including Just Words

6-8 Systematic structures to core instruction Keys to Literacy Writing Routine

ncdpi rti and mulit tiered presentation

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