Response to Instruction Part III: Response to Instruction Part III Teacher Collaboration
Teacher Collaboration Agenda: 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
RTI Resources : 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
Protocol: 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
Assessment Review: 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
Response to Instruction:
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
RTI Guiding Questions: RTI Guiding Questions Is the core program sufficient?
If the core program is not sufficient, why isn’t it?
How will needs identified in the core be addressed?
How will the effectiveness and efficiency of the core be monitored over time?
Have improvements to the core been effective?
For which students is the core program sufficient or not sufficient and why? Dave Tilly, Alaska EED Winter Conference, 2007
RTI Guiding Questions (continued): 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
Collaborative Meetings: Collaborative Meetings
Teacher Collaboration: Teacher Collaboration
Collaborate – “to work jointly with others especially in an intellectual endeavor.”
(Webster’s Seventh New Collegiate Dictionary)
Collaborative Meeting: 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
Collaboration and Response to Instruction is …: 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
Collaborating with AIMSweb Data: Collaborating with AIMSweb Data
“Post-it Note Placement” - Fall: “Post-it Note Placement” - Fall Jessica Danielle Angel Arthur Sam Karl Mark Agatha Robert Angie Ian
Tier I Lab: 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
Tier I - Guiding Questions: 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
Tier II Lab: 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
Tier II – Guiding Questions : 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
Tier III - Lab: 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
Tier III – Guiding Questions: 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
“Post-it Note Placement” - Winter: “Post-it Note Placement” - Winter Jessica Danielle Angel Arthur Sam Karl Mark Agatha Robert Angie Ian
Collaborative Meeting – Instructional Strategies Support: 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
Instructional Interventions are:: 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
Determining Instructional Interventions: Determining Instructional Interventions Use:
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
Monitoring Interventions: 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
Progress Monitoring: 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
Things to help the process: Things to help the process
Butte (Mat-Su) reading program sample
Know available resources at your site and within the district
Flexible scheduling
School Reading Program Sample 3rd Grade: School Reading Program Sample 3rd Grade LMB, Slingerland Seeing Stars, Rewards,
SRA High Performance Writing, Primary Phonics, Direct Instruction
45 minutes daily, 2 - 3 per group
Read Naturally, Peer Tutors, Parent Volunteer Tutors
At Home Support, Flexible Grouping
15 minutes daily, 3 - 5 per group
Harcourt, Differentiated Instruction,
Trade Books, Content Texts; Strategies – Literature circles,
Content reading, Shared reading, Guided reading, SSR, Think alouds
90 minutes daily
School Reading Program Sample -3rd Grade: School Reading Program Sample - 3rd Grade
The Solutions (Research and Common Sense Into Action): The Solutions (Research and Common Sense Into Action) We can't work any harder!
So...
We gotta work smarter
And...
It will require the whole system working together
Dave Tilly, Alaska EED Winter Conference, 2007
Important Points!: 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!