RtII: Using Data and Technology to Differentiate Instruction &Interventions

Ms. Erin Prosser, Poff Elementary Media & Technology Specialist Kim Turiak, Poff Elementary RtII Specialist

1. Understand the Response to Instruction and Intervention (RtII) model

2. Conceptualize a 3 Tier Model of Service Delivery

3. Data Teams Role and Responsibilities

4. Using Data to Create Goals and Action Plans

5. Web Based Programs and Tools that assist in accomplishing goals

Session Goals

• A comprehensive, standards-aligned strategy that enables early identification and intervention for students needing additional opportunities to learn high level content while providing benchmark students the opportunity to enrich and “grow” their skills and talents.

• An alternate to the discrepancy model for the identification of students with learning disabilities.

What is Response to Instruction & Intervention

(RtII)?

• Review School-wide performance data

• Prescribe instructional or behavioral interventions for students based on intensity of identified needs.

• Set short and long term goals for the school and students to progress toward benchmark or standards.

RtII Management: Teams…• Group all students via

level of intervention based on student performance data.

• Monitor students’ progress toward established goals and benchmarks.

• Adjust interventions based on student performance data.

• Focus shifts from who is eligible to concerns about providing effective instruction

• Identification is not dependent on teacher referral• Allows students to receive intervention immediately

upon identified need• Student’s referral includes data indicating how the

student has responded to interventions• Promotes unity of special ed. and general ed.

– a seamless system

RtII Advantages

• Special education may not be the only alternative intervention available

• Sets standard for assessment that is meaningfully related to student outcomes

• Question for special education evaluation shifts from Yes/No decisions (Is the student eligible?) to what type of intervention results in change?

• Links IDEA and NCLB around improved achievement and accountability for ALL students

RtII Advantages (continued)

Response to Intervention Framework

Developing Tier GroupsUniversal Screening Results

Tier IOn LevelAimsweb: 26%ile or above

PSSA: Proficient or Advanced

Tier IIStrategic

10%ile to 25th %ile on AIMSweb

Modify group using:•SAT stanine •PSSA

Tier IIIIntensiveAimsweb: 10%ile or below

PSSA: Basic/Below BasicSAT: 4th stanine or below

Data Team Meetings

Review Test Results:

• Achievement Tests

• State Tests

• Common Assessments

Current Benchmark Screening ResultsStudy Island or AIMSweb

Grade Level Instructional Goals

Goals:1. Improve understanding of fictional and nonfictional texts.2. (PSSA) Increase open-ended responses by 10% age points3. R.B.2 Increase understanding of devices in

fictional/nonfictional texts

Instructional Strategies:4. Use Essential Skills, RAZ-Kids or Education City to increase

fluency and comprehension and improve vocabulary.5. Use Glogster or Digital Storytelling to continue to provide

open-ended opportunities to strengthen ability to write short answer question. Model transfer to math problems.

6. R.B.2 Utilize Study Island to create lessons on “Understand literary devices in fictional and nonfictional texts”. Create post tests to determine proficiency and re-teaching where necessary.

Grade-Level Goals: Reading

Goals:1. Increase open-ended responses by 10% age points. 2. M.B.1 and .2 Increase # of correct responses to measurement questions

by 10%3. M.D.1 and .2 Provide increased instruction using algebraic concepts of

patterns, functions, symbols, tables and graphs

Instructional Strategies:3. Use Digital Storytelling, Inspiration, Education City, or Essential Skills to

provide students with more examples of open ended questions in instruction and on assessments; teach use of graphic organizes to facilitate complete answers.

4. M.B.1and .2 Use iPad apps to provide opportunities for students to become increasingly familiar with and utilize metric measurement. Use Study Island to identify strategic lesson plans related to measurement. Create post test to determine proficiency.

5. M.D.1 and .2 Use Study Island to identify strategic lesson plans that address these concepts. Enter: Grade 5 and “Table and Graphs” , “Functions and symbols”, and “Algebraic Patterns”

Grade-Level Goals: Math

Benefits of Tier 1• On – Level Instruction adapted for

Above Level • Monthly Progress Monitoring of noted

students• On-Level or Above Level Assessments • Flexible Grouping according to pre-test

• * Above Level: Enrichment

Tier II – Strategic (Reading/Math Specialist)

• Skill Based • Reinforces curriculum

• Close tie-in with classroom teacher

• Research-Based Interventions• Usually Pull-Out but can be

Push-In

• May have adapted classroom instruction/assessments

• In addition to core instruction– May include enhanced core instruction or

supplemental programs• Use of standard protocol interventions• Scientifically research-based interventions

– Academic– Behavioral

• Specialists may provide strategic instruction in general education classroom or in homogeneous skill groups

• Successful Interventions

Tier 2: Interventions for Some Students

• Increased opportunity to learn• Increased Instructional time• Small group instruction• Increased Assessment

– Data collection and analysis twice per month– Data-based decision making

Tier 2: Interventions for Some Students (continued)

• Responders– Move to Tier 1– Continue tier 2 Intervention

• Non-responders– Adjust instruction and continue Tier 2 intervention– Move to Tier 3 intervention

Tier 2: Potential Outcomes

• Math and/or Reading Instruction• Skills/curriculum based but …• May or may not tie closely with

classroom instruction • Research-Based Interventions

• Adapted or Modified Assessments

• Pull-Out

Tier III – Intensive (RtII Coordinator)

• Increased direct instruction time

• More time on task• More immediate and

corrective feedback• More opportunity to respond• Functional behavior analysis

(FBA), Behavioral Intervention Plan (BIP)

• More frequent progress

monitoring (once/week)• Core curriculum and

intensive intervention

Tier 3: Instructional Strategies

• Responders– Move to Tier 2– Continue Tier 3 intervention

• Non-responders– Adjust instruction and continue Tier 3 intervention– Refer for special education evaluation

Tier 3: Potential Outcomes

Grade Level Data Meeting Agenda  Learning SupportStudent Roster Update ReadingTier 3: Intensive StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 2: Strategic StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 1: Other studentsClassroom Progress MonitoringEnrichment MathTier 3: Intensive StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 2: Strategic StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placementTier 1: Other studentsClassroom Progress MonitoringEnrichmentBehavior

Hampton Township School District RtII Flowchart

Hampton Township School District Response to Instruction and Intervention (RtII) Flowchart

4x/wk

Universal Screening

Core Team Date Review

Supplemental/Targeted Small Group Instruction

3x/wk Progress Monitor Monthly

Core Team Review Process

No Response (At least 4 data points)

Change Intervention

Tier 1 Intervention in the Classroom

Adequate Progress, Continue Intervention

Significant Progress, Intervention Discontinued

Adequate Progress, Continue Intervention

No response

Considerable need- Team proceeds to Tier 2

Significant need- Team proceeds to Tier 3

Response to Tier 2, Monitor and move to Tier 1

Moderate Progress, Continue Intervention

No Response (At least 4 data points)

Intensive/Targeted Small Group Instruction

4x/wk Progress Monitor Bi-weekly

Core Team Review Process

No Response

Special Education Referral

Response to Tier 3, Monitor and move to Tier 2

Tier I: minimally 4-6 weeks

Tier 2: minimally 9-12 weeks

Tier 3: minimally 9-12 weeks

≤20th-≥11th percentile ≤10th percentile

• EducationCity• AIMS Web

Testing• Raz Kids• Xtra Math• Essential Skills• Web 2.0• Glogster• Starfall.com• Abcya.com• Wodle.net

• Digital Storytelling

• Photostory 3 • Animoto with

iPads• Digital Flip

Cameras• AReader• Destination

Reading• Think Central• World Book

Other Web Resources

• Standards-Aligned System and Assessment– Quality Teaching and Learning: Effective

Instruction• Teaming (grade level, department, etc.)

– Teacher teams learning, designing and revising instruction and assessment procedures

• Formative and Summative Assessment– Data collection, analysis and use

• School Organizational Structure– Adjustment of Infrastructure, i.e. flexible

scheduling, assignment of teachers • Realignment of Flexible Use Resources

– Reading Support, Academic Support, IST, Special Education

RtII Foundations

• Designed to help students master the content specified in state and Common Core Standards

• Provides quality academic support and practice with immediate feedback and built-in remediation

• Offers actionable, real-time assessment data• Ideal for self-paced or teacher-guided instruction

What is Study Island?

Benchmarking• Gives teachers a snapshot of student proficiencies in

relation to state standards• Give teachers and administrators valuable diagnostic

information that can be used to guide classroom instruction

Study Island Benchmarking

Study Island Benchmarking Sample

• Teachers can guide students through the program, communicating expectations, and create class assignments

• Brief lessons reinforce instructional concepts• Students work through questions using multiple modes

of instruction

Study Island Lessons

Study Island Reading Assignment

Study Island Math Assignment

• Built-in crosswalks support the transition to the Common Core

• Students receive immediate feedback with question explanations

Why Study Island Works?

• Teachers receive real-time assessment data• Teacher support tools include lesson plans,

instructional videos, and web- and print-resources

Why Study Island Works?

• Generate reports by student, subject, class, grade, or school

• Measure progress and identify areas where students are excelling or need extra practice

Study Island Reporting

Study Island Reporting Examples:Topic Suggestion Report

Study Island Reporting ExamplesIndividual Student Report