Developing District RtI Implementation Plans: Infrastructure Development - PowerPoint PPT Presentation

Loading...

PPT – Developing District RtI Implementation Plans: Infrastructure Development PowerPoint presentation | free to view - id: 1f00e4-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Developing District RtI Implementation Plans: Infrastructure Development

Description:

Are the purpose and outcomes of instruction clearly evident in the lesson plans? ... Kindergarten. AP 1 = Listening Comprehension (LC) and. Vocabulary (VOC) ... – PowerPoint PPT presentation

Number of Views:55
Avg rating:3.0/5.0
Slides: 163
Provided by: georg317
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Developing District RtI Implementation Plans: Infrastructure Development


1
Developing District RtI Implementation
PlansInfrastructure Development
2
Change Model
Consensus
Infrastructure
Implementation
3
Infrastructure
4
Building a PlanDistrict Infrastructure Building
  • Form a District-Based Leadership Team (DBLT) or
    use an existing one
  • Representation
  • Inclusive
  • Identify the roles that the district/central
    administration will play in the implementation
  • Evaluate district-level needs assessment
  • Make decisions about the necessary components of
    RtI across Tiers 1-3

5
InfrastructureContent of the Plan
  • Systems that support PSM/RtI
  • Problem-Solving Process
  • Common to Academic and Behavior Applications
  • Intervention Maps for 3 Tiers
  • Data and Progress Monitoring
  • Decision Rules for Intervention Effectiveness
  • Tiered intervention systems
  • Training and Coaching
  • Decision-Making Criteria
  • Technology Support

6
(No Transcript)
7
How Does it Fit Together?Standard Treatment
Protocol
Step 2
Step 3
Step 4
Step 1
8
Tier I Problem-Solving Data and Skills Needed
Tier I - Assessment Discipline Data
(ODR) Benchmark Assessment School Climate
Surveys Universal Screening FCAT Universal
Screening District-Wide Assessments
Tier I - Core Interventions School-wide
Discipline Positive Behavior Supports Whole-class
Interventions Core Instruction
10 - 15
80 - 90
9
Core Instruction Tier 1
  • What does core instruction look like for
    reading, math and behavior?
  • What strategies exist to differentiate core
    instruction to include normal variation in
    student skill levels in core?
  • What data can be collected to evaluate the impact
    of core instruction in reading, math and
    behavior?
  • What strategies are available to evaluate the
    fidelity of core instruction (e.g., Just Read
    Florida! Principal walk through evaluations)?
  • What is the role of core instruction providers in
    the facilitation of core content/information with
    providers of supplemental and intensive
    instruction?

10
Tier II Problem-Solving Data and Skills Needed
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Increased Intensity Narrow
Focus Linked to Tier I
Tier II - Assessment Behavioral
Observations Intervention Data Group
Diagnostic Universal Screening Progress Monitoring
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
11
Characteristics of Tier 2 Interventions
  • Available in general education settings
  • Opportunity to increase exposure (academic
    engaged time) to curriculum
  • Opportunity to narrow focus of the curriculum
  • Sufficient time for interventions to have an
    effect (10-30 weeks)
  • Often are standardized supplemental curriculum
    protocols

12
Supplemental Instruction/Intervention Tier 2
  • What does supplemental instruction/intervention
    look like for reading, math and behavior?
  • What are the logistics of supplemental
    instruction/intervention? Can this be delivered
    as part of core? Separate?
  • What data can be collected to determine Tier 2
    strategies and to evaluate the impact of
    supplemental instruction/intervention in reading,
    math and behavior?
  • Will you recommend the use of a standard
    protocol (Developing strategies that work for
    problems that are common to students in
    particular need areas rather than evaluating
    students individually) for Tier 2?
  • What strategies are available to evaluate the
    fidelity of core instruction/intervention?
  • How do we ensure that supplemental
    instruction/intervention is integrated
    with/includes core instructional content and
    actually transfers to student success in core?

13
Tier II Problem-Solving Data and Skills Needed
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Increased Intensity Narrow
Focus Linked to Tier I
Tier II - Assessment Behavioral
Observations Intervention Data Group
Diagnostic Universal Screening Progress Monitoring
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
14
Intensive Instruction/InterventionTier 3
  • What does intensive instruction/intervention
    look like for reading, math and behavior?
  • What are the logistics of intensive
    instruction/intervention? Can this be delivered
    as part of core? Separate?
  • What data can be collected to determine Tier 3
    strategies and to evaluate the impact of
    intensive instruction/intervention in reading,
    math and behavior?
  • What strategies are available to evaluate the
    fidelity of Tier 3 instruction/intervention (see
    later slides on intervention support)?
  • How do we ensure that intensive
    instruction/intervention is integrated
    with/includes core instructional content and
    actually transfers to student success in core?
  • For special education students, do we develop an
    area plan (e.g., reading) that articulates the
    integrated role of Tier 3, Tier 2 and Tier 1
    providers? Is the IEP part of this plan or IT
    the plan? (Hopefully, it is PART of the
    planotherwise, integration is very difficult)

15
Tier Functions/Integration
  • How the Tiers work
  • Time aggregation
  • Tier integration

16
How the Tiers Work
  • Goal Student is successful with Tier 1 level of
    support-academic or behavioral
  • Greater the tier, greater support and severity
  • Increase level of support (Tier level) until you
    identify an intervention that results in a
    positive response to intervention
  • Continue until student strengthens response
    significantly
  • Systematically reduce support (Lower Tier Level)
  • Determine the relationship between sustained
    growth and sustained support.

17
Integrating the Tiers
  • Tier 1 (Core) instruction present at all three
    levels
  • Purpose of Tier 2 and Tier 3 is to increase the
    rate of student progress and level of performance
    by increasing the intensity of instruction/interve
    ntion
  • A single intervention plan for students
    regardless of source of services (e.g., IEP part
    of the overall plan)

18
Some of the misconceptions discussed
  • Schools think of the tiers as categories and
    specific programs are attached to certain tiers
    so we are trying to get them to think in terms of
    a continuum of intensity (some of the items on
    the next slide which we use for principals and
    teachers - as well as more time per session, more
    sessions per week, and smaller groups)
  • We want them to be thinking data (skills/needs)
    driven not program driven
  • So rather than thinking a child would be in all
    three tiers at once and maybe receiving three
    different programs for a pre-determined amount of
    time all children need to be receiving core
    instruction and then additional instruction that
    is intensive enough and the duration is such that
    it meets the needs of the students (so a child
    whose needs are a Tier 3 level do not get less
    instruction than their peers at Tier 1 or 2).

19
Effective Instruction (Foorman et al., 2003
Foorman Torgesen, 2001 Arrasmith, 2003
Rosenshine, 1986)
20
Integrating the Tiers
  • 5th grade student reading at the 2nd grade level
  • Tier 3
  • Direct Instruction, Targeted, Narrow Focus (e.g.,
    phonemic awareness, phonics, some fluency)
  • Tier 2
  • Fluency, vocabulary, comprehension, pre-teach for
    Tier 1
  • Tier 1
  • Focus on comprehension, participation, scripted
    decoding
  • Use core materials for content
  • Progress monitor both instructional level and
    grade placement level skills

21
Integrating the Tiers
  • 5th grade student reading at the 2nd grade level
  • Tier 3
  • Direct Instruction, Targeted, Narrow Focus (e.g.,
    phonemic awareness, phonics, some fluency)
  • Tier 2 might not be getting this piece because
    the intervention core is more explicit and
    includes preteaching
  • Fluency, vocabulary, comprehension, pre-teach for
    Tier 1
  • Tier 1 might be an intensive core because this
    child is 3 years behind
  • Focus on comprehension, participation, scripted
    decoding
  • Use core materials for content
  • Progress monitor both instructional level and
    grade placement level skills

22
Intervention Support
  • Intervention plans should be developed based on
    student need and skills of staff
  • All intervention plans should have intervention
    support
  • Principals should ensure that intervention plans
    have intervention support
  • Teachers should not be expected to implement
    plans for which there is no support

23
Critical Components of Intervention Support
  • Support for Intervention Integrity
  • Documentation of Intervention Implementation
  • Intervention and Eligibility decisions and
    outcomes cannot be supported in an RtI model
    without these two critical components

24
Intervention Support
  • Pre-meeting
  • Review data
  • Review steps to intervention
  • Determine logistics
  • First 2 weeks
  • 2-3 meetings/week
  • Review data
  • Review steps to intervention
  • Revise, if necessary

25
Intervention Support
  • Second Two Weeks
  • Meet twice each week
  • Following weeks
  • Meet at least weekly
  • Review data
  • Review steps
  • Discuss Revisions
  • Approaching benchmark
  • Review data
  • Schedule for intervention fading
  • Review data

26
(No Transcript)
27
Decision Rules
  • Response to Intervention Rules
  • Linking RtI to Intervention Decisions

28
Decision Rules What is a Good Response to
Intervention?
  • Positive Response
  • Gap is closing
  • Can extrapolate point at which target student(s)
    will come in range of target--even if this is
    long range
  • Level of risk lowers over time
  • Questionable Response
  • Rate at which gap is widening slows considerably,
    but gap is still widening
  • Gap stops widening but closure does not occur
  • Poor Response
  • Gap continues to widen with no change in rate.

29
Decision Rules What is a Questionable
Response to Intervention?
  • Positive Response
  • Gap is closing
  • Can extrapolate point at which target student(s)
    will come in range of target--even if this is
    long range
  • Questionable Response
  • Rate at which gap is widening slows considerably,
    but gap is still widening
  • Gap stops widening but closure does not occur
  • Level of risk remains the same over time
  • Poor Response
  • Gap continues to widen with no change in rate.

30
Decision Rules What is a Poor Response to
Intervention?
  • Positive Response
  • Gap is closing
  • Can extrapolate point at which target student(s)
    will come in range of target--even if this is
    long range
  • Questionable Response
  • Rate at which gap is widening slows considerably,
    but gap is still widening
  • Gap stops widening but closure does not occur
  • Level of risk remains the same over time
  • Poor Response
  • Gap continues to widen with no change in rate.

31
Intervention Integrity Decisions
Evidence based intervention linked to verified
hypothesis planned
Evidence based intervention implemented
Student Outcomes (SO) Assessed
Treatment Integrity (TI) Assessed
Continue Intervention
SO TI
Data-based Decisions
Implement strategies to promote treatment
integrity
-SO -TI
-SO TI
Modify/change Intervention
From Lisa Hagermoser Sanetti, 2008 NASP Convention
32
Response to Instruction/Intervention for Reading
Components and Resources
33
Reading Priorities. . .
34
Core Reading Instruction Tier 1
35
What does core instruction look like for reading?
  • K-5
  • 90 minute reading block
  • Comprehensive reading program is the central tool
    for instruction.
  • Explicit, systematic, and differentiated
    instruction is provided.
  • In-class grouping strategies are in use,
    including small group instruction as appropriate
    to meet student needs.
  • Active student engagement occurs in a variety of
    reading-based activities, which connect to the
    essential components of reading and academic
    goals.
  • Effective classroom management and high levels of
    time on task are evident.
  • 6-12
  • Content area courses in which the reading content
    standards are addressed for all students
    including
  • Middle School Developmental Reading
  • English/Language Arts
  • Other core areas such as science, social studies,
    and math

36
What strategies exist to differentiate
instruction for K-5 students in Tier 1?
  • Differentiate in small, flexible reading groups
  • Use data to form groups based on skills to be
    taught (comprehension, phonics, etc.)
  • Ensure that groups are flexible
  • Determine a schedule to rotate children through
    groups/centers
  • Ensure that students with the most intensive
    needs meet in the teacher-led center everyday
  • Targeted and deliberate independent reading
    practice that utilizes relevant practice,
    extension, and production opportunities

37
What strategies exist to differentiate
instruction for 6-12 students in Tier 1?
  • CAR-PD
  • Differentiate in small groups
  • Use data to from groups based on skills to be
    taught
  • Groups need to be flexible
  • Determine a schedule to rotate students through
    groups
  • Support from the reading coach
  • Take responsibility for student learning

38
What data can be collected to evaluate the impact
of core instruction?
  • Progress monitoring assessments three times a
    year (Florida Assessments for Instruction in
    Reading)
  • Ongoing Progress Monitoring (OPM)
  • Core Reading Program Unit Tests /
    Curriculum-based assessments
  • Outcome measures (SAT-10 and FCAT) to make
    decisions about student placement for the
    following year

39
Florida Assessments for Instruction in
ReadingThe Big Picture Map for K-2
40
The K-2 Broad Screen/Progress Monitoring Map
41
The Big Picture Map for 3-12 Computer Based
42
What strategies are available to evaluate the
fidelity of core instruction?
  • Principal Reading Walk Through
  • If it gets inspected, it gets respected
  • Effective instruction checklist
  • Elementary core reading program checklists

43
Effective Instruction (Foorman et al., 2003
Foorman Torgesen, 2001 Arrasmith, 2003
Rosenshine, 1986)
44
How should instruction at Tier 1 align with Tier
2 and Tier 3 levels of instruction?
  • Teachers should communicate about the following
    topics in order to align instruction
  • the scope and sequence of the instruction as well
    as the scope and sequence of Tier 2 and 3
    instruction
  • student progress
  • information about upcoming lessons to help
    facilitate pre-teaching
  • common vocabulary to determine if there are
    discrepancies with the instruction at the
    different tiers

45
Supplemental Reading Instruction/Intervention
Tier 2
46
3 Fs 1 S Data PD Effective Powerful
Instruction
  • Frequency and duration of meeting in small groups
    every day, etc.
  • Focus of instruction (the What) work in
    vocabulary, phonics, comprehension, etc.
  • Format of lesson (the How) determining the
    lesson structure and the level of scaffolding,
    modeling, explicitness, etc.
  • Size of instructional group 3, 6, or 8
    students, etc.
  • Use data to help determine the 3 Fs and 1 S (the
    Why)
  • Provide professional development in the use of
    data and in the 3 Fs and 1 S

47
(No Transcript)
48
What does supplemental instruction/intervention
look like for reading?
  • Logistics of supplemental instruction/
    intervention
  • Specific time and place included in schedule
  • Who will provide it? (classroom teacher or
    outside support Reading specialist, ESE, SLP,
    etc.)
  • Materials/how will the provider access them?
  • Common planning time established between the
    classroom teacher and intervention teacher, if
    applicable
  • Establish guidelines for when to evaluate the
    effectiveness of instruction and guidelines to
    determine what is a good response

49
What data can be collected to determine Tier 2
strategies and to evaluate impact of instruction?
  • Data from the Broad Diagnostic Inventory (BDI)
  • K-2
  • Data from Targeted Diagnostic Inventory (TDI)
  • K-12
  • Ongoing Progress Monitoring (OPM)
  • The BDI and TDI can be used to determine
    strategies and evaluate the impact of
    instruction.

50
K-2 Broad Diagnostic Inventory (BDI) Map
51
K-2 Targeted Diagnostic Inventory (TDI) Map
52
3-12 Targeted Diagnostic Inventory (TDI) Map
53
Will you recommend the use of a standard
protocol?
  • Yes
  • Professional development on the reading program
    can be provided more efficiently and with
    targeted focus.
  • There may be research demonstrating the
    effectiveness of the program.
  • There is a set scope and sequence.
  • There are pre-made materials.
  • Program may align with the needs of the student.
  • No
  • Because a child might just be placed into Program
    A, regardless of need, because it is the
    standard protocol used for Tier 2 in the
    school.
  • A program primarily focused on phonological
    awareness and phonics would not be an appropriate
    program for a student who is primarily struggling
    with vocabulary and comprehension.

54
What strategies are available to evaluate the
fidelity of Tier 2 instruction?
  • Checklists following the scope and sequence of
    the program or the learning objectives of the
    programs
  • Reading Walk Throughs
  • Principal/Teacher Conference
  • Schedule reflects that intervention is
    implemented
  • Observation

55
How do we ensure that Tier 2 instruction is
integrated with/includes core instructional
content and transfers to student success in Tier
1 instruction?
  • Instructors need to communicate, if applicable
  • Both instructors must have access to the core
    materials, if applicable
  • Understanding the core content in order to
    provide access to the information but at an
    appropriate reading level

56
Intensive Reading Instruction/Intervention
Tier 3
57
What does intensive instruction/intervention look
like for reading?
Increase the intensity of instruction and
accelerate learning
More instructional time
Smaller instructional groups
Systematic instructional sequences
More precisely targeted at right level
Clearer and more detailed explanations
More extensive opportunities for guided practice
More opportunities for error correction and
feedback
58
What are the logistics of Tier 3 instruction?
  • Specific place and time set aside on the schedule
    (daily)
  • Who will provide it? (classroom teacher or
    outside support Reading specialist, ESE, SLP,
    etc.)
  • Materials/how will the provider access them?
  • Common planning time established between the two
    providers, if applicable
  • Establishing guidelines for when to evaluate the
    effectiveness of instruction and guidelines to
    determine what is a good response

59
What data can be collected to determine Tier 3
strategies and to evaluate the impact of
instruction?
  • Targeted Diagnostic Inventory (TDI)
  • Ongoing Progress Monitoring (OPM)

60
K-2 Targeted Diagnostic Inventory (TDI) Map
61
3-12 Targeted Diagnostic Inventory (TDI) Map
62
Ongoing Progress Monitoring (OPM)
  • K-2
  • all of the same TDI tasks
  • ORF in grades 1 and 2
  • 3-12
  • ORF at grades 3-5
  • MAZE at grades K-12
  • Informal toolkit with
  • Instructional Level reading comprehension
    passages passage-specific Question Response
    templates
  • Multiple Lexiled passages for oral reading
    fluency, accuracy, and comprehension
  • Phonics Inventory
  • Sight Word Inventory
  • Instructional Implications of Word Analysis Task

63
What strategies are available to evaluate the
fidelity of Tier 3 instruction?
  • Checklists following the scope and sequence of
    the intervention/program or the learning
    objectives of the intervention/program
  • Reading Walk Throughs
  • Principal/Teacher Conferences
  • Schedule reflects that intervention is
    implemented daily
  • Observation

64
How do we ensure that Tier 3 instruction is
integrated with/includes core instructional
content when appropriate and transfers to student
success in core?
  • Instructors need to communicate, if applicable
  • Both instructors must have access to the core
    materials, if applicable
  • Understanding the core content in order to
    provide access to the information but at an
    appropriate reading level

65
Integrating the Tiers
  • Tier 1 (Core) instruction present at all three
    levels
  • Purpose of Tier 2 and Tier 3 is to increase the
    rate of student progress and level of performance
    by increasing the intensity of instruction/interve
    ntion
  • Only one intervention plan for students
    regardless of source of services (e.g., IEP is
    part of the overall plan)

66
Integrating the Tiers
  • 10th grade student reading at the 7th grade level
  • Tier 1 (English class and other core areas such
    as science, social studies, and math)
  • Scaffolded instruction focusing on comprehension
    and vocabulary, ramping up the intensity by using
    embedded reading strategy instruction
  • Small group pull out
  • Tier 2 (Intensive Reading class)
  • Fluency, vocabulary, comprehension, collaboration
    with Tier 1 teacher
  • Tier 3 (Additional time in Intensive Reading
    class)
  • Explicit instruction, targeted, focused on
    student need
  • Provide strategies for students to access
    grade-level text
  • Progress monitor both instructional level and
    student performance level skills in order to
    provide appropriate instruction and intervention

67
Possible Misconception
  • Schools may think of the tiers as categories and
    specific programs are attached to certain tiers.
    It is important for schools to think in terms of
    a continuum of intensity. (e.g., more time per
    session, more sessions per week, smaller groups,
    more explicit instruction, etc.)
  • Schools need to think data (skills/needs) driven
    not program driven

68
Examples from RtI Pilot Schools
69
Florida Resources in Reading
  • Just Read, Florida!                 
  • www.justreadflorida.com
  • Florida Center for Reading Research (FCRR)
  • www.fcrr.org
  • Florida Literacy and Reading Excellence Center
    (FLaRE) http//flare.ucf.edu
  • Reading First Professional Development (RFPD)
  • http//www.rfpd.ucf.edu/
  • Literacy Essentials and Reading Network (LEaRN)
  • www.justreadflorida.com/learn
  • Response to Intervention Teaching Learning
    Connections (RtI TLC)
  • http//rtitlc.ucf.edu/

70
Response to Intervention for MathematicsComponen
ts and Resources
71
Critical Components of RtI for Mathematics
  • 1. Research-based, Scientifically Validated
    Instruction and Interventions based upon Next
    Generation Sunshine State Standards
  • Multi-tier Models of Support
  • 3. Effective, Informative Assessments
  • Effective Use of Problem-solving Process
  • On-going Progress Monitoring
  • An Integrated Data System


72
CRITICAL QUESTIONS
  • How do we meet the instructional needs in
    mathematics for all students to achieve?
  • What instructional methods, strategies, and
    resources are available for the classroom teacher
    to meet these diverse needs?
  • How do we enhance our current teaching methods to
    meet more of our students needs in math?

73
MULTI-TIERED APPROACH
  • The first tier (universal) consists of the core
    curriculum and general education program which is
    based on evidence-based practices. The initial
    task in this process is to assure that the core
    curriculum is effective for a major portion of
    the students.
  • After demonstrating that the core curriculum
    results in success for most students, the second
    tier (supplemental) consists of supplemental
    instruction in addition to the core curriculum to
    support the small groups of students who continue
    to struggle. Tier two interventions are delivered
    in a small group format using strategies known to
    be effective in addressing these learners.
  • Tier three (intensive) interventions are designed
    to be individualized, long-term interventions for
    students who have not responded to Tier I and
    Tier II interventions that have been delivered
    with a high degree of fidelity. 
  • At all tiers, the four-step, PS/RtI process is
    used to maximize outcomes for students.

74
Center for Positive Behavior Interventions and
Supports (2001)
75
TIER 1 EVIDENCE BASED INSTRUCTIONAL METHODS
76
Teachers, school leaders, and teacher educators
must hold high expectations for all students. As
agents of change, they must challenge the
pervasive societal belief that only some students
are capable of learning mathematics. These
expectations must be reflected in all aspects of
the mathematics teaching and learning process
from instructional planning and decision making
to implementation and assessment. NCTM, 2008
77
NCTM is a public voice of mathematics education,
providing vision, leadership, and professional
development to support teachers in ensuring
mathematics learning of the highest quality for
all students. Founded in 1920, NCTM is the
worlds largest mathematics education
organization, with 100,000 members and 250
affiliates throughout the United States and
Canada.
http//www.nctm.org/
78
http//nctm.org
79
Tier I Instruction and Support
Tier I - Assessment Benchmark Assessment Universa
l Screening-District Curriculum-based Assessments
Tier I - Core Instruction Whole-class
Instruction Differentiated Instruction and
Accommodations
10 - 15
80 - 90
80
MULTI-TIERED APPROACH
  • The first tier (universal) consists of the core
    curriculum and general education program which is
    based on evidence-based practices. The initial
    task in this process is to assure that the core
    curriculum is effective for a major portion of
    the students.
  • After demonstrating that the core curriculum
    results in success for most students, the second
    tier (supplemental) consists of supplemental
    instruction in addition to the core curriculum to
    support the small groups of students who continue
    to struggle. Tier two interventions are delivered
    in a small group format using strategies known to
    be effective in addressing these learners.
  • Tier three (intensive) interventions are designed
    to be individualized, long-term interventions for
    students who have not responded to Tier I and
    Tier II interventions that have been delivered
    with a high degree of fidelity. 
  • At all tiers, the four-step, PS/RtI process is
    used to maximize outcomes for students.

81
Core Components of Tier 1
  • Consensus on core curriculum and instructional
    methods to meet NGSSS
  • Procedures and ongoing professional development
    to assure high-quality teaching core curriculum
    to all students
  • A continuum of instructional approaches and
    accommodations to differentiate to meet
    individual student needs within whole class
  • Multiple resources (curriculum, technology, and
    personnel) to continuously enhance instruction,
    as needed, to meet needs of most students in
    whole class
  • Procedures for continuous progress monitoring and
    evaluation of student mastery of NGSSS.

82
  • Effective Tier 1 instruction is well-sequenced,
    ensuring mastery of skills as instruction
    progresses, adequate corrective feedback matched
    to student level of competence.
  • RtI Action Network, 2008

83
http//www.fcrstem.org
84
http//www.fldoestem.org
85
http//www.floridastandards.org
86
http//rtitlc.ucf.edu/
87
TIER 2 SUPPLEMENTAL INSTRUCTION/INTERVENTION
88
Tier II Intervention/Support in Mathematics
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Differentiated Instruction Small
Groups to Increase Intensity and Duration (e.g.,
Tutoring, Supplemental Resources, etc.)
Tier II - Assessment Curriculum-based
Assessments Classroom Observations Intervention
Data (peer group comparison)
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
89
MULTI-TIERED APPROACH
  • The first tier (universal) consists of the core
    curriculum and general education program which is
    based on evidence-based practices. The initial
    task in this process is to assure that the core
    curriculum is effective for a major portion of
    the students.
  • After demonstrating that the core curriculum
    results in success for most students, the second
    tier (supplemental) consists of supplemental
    instruction in addition to the core curriculum to
    support the small groups of students who continue
    to struggle. Tier two interventions are delivered
    in a small group format using strategies known to
    be effective in addressing these learners.
  • Tier three (intensive) interventions are designed
    to be individualized, long-term interventions for
    students who have not responded to Tier I and
    Tier II interventions that have been delivered
    with a high degree of fidelity. 
  • At all tiers, the four-step, PS/RtI process is
    used to maximize outcomes for students.

90
The What Works Clearinghouse was established in
2002 by the U.S. Department of Education's
Institute of Education Sciences to provide
educators, policymakers, researchers, and the
public with a central and trusted source of
scientific evidence of what works in education.
The What Works Clearinghouse (WWC) collects,
screens, and identifies studies of effectiveness
of educational interventions (programs, products,
practices, and policies).
http//ies.ed.gov/ncee/wwc/
91
http//ies.ed.gov/ncee/wwc/
92
The What Works Clearinghouse (WWC) looked at
elementary school math curricula designed to
promote math knowledge and skills among
elementary school students (average ages 5 to 10
years).
93
(No Transcript)
94
(No Transcript)
95
The Center on Instruction, a partnership of five
organizations, provides resources and expertise
to the Regional Comprehensive Centers in reading,
mathematics, science, special education, and
English language learners.
http//www.centeroninstruction.org/
96
http//centeroninstruction.org/
97
  • Effective Tier 2 instruction for mathematics
    emphasizes matching the task difficulty to the
    capability of the students in the class or group.
    It provides multiple opportunities to practice
    the skill and receive specific feedback and
    provides opportunities to use the skill in
    various situations (e.g., with different
    materials, different problem presentations).
    Formative assessment provides continuous progress
    monitoring of student performance after
    instruction.
  • RtI Action Network, 2008

98
TIER 3 INTENSIVE INSTRUCTION/INTERVENTION
99
Tier III Intervention/Support in Mathematics
Tier III Individualized Interventions Academic
Intervention Plan Individual Tutoring Intensive
Intervention Services
Tier III Assessments Curriculum-based
Assessments Progress Monitoring
Graph/RtI (Eligibility Assessment)
1 - 5
Tier II Targeted Interventions Targeted Group
Interventions Differentiated Instruction Small
Groups to Increase Intensity and Duration (e.g.,
Tutoring, Supplemental Resources, etc.)
1-5
Tier II Assessments Curriculum-based
Assessments Classroom Observations Intervention
Data (peer group comparison)
80 - 90
10-15
Tier I Core Interventions School-wide Discipline
Positive Behavior Supports Whole-class
Interventions
Tier I Assessments Discipline Data
(ODR) Benchmark Assessment Universal Screening
10 - 15
80 - 90
100
MULTI-TIERED APPROACH
  • The first tier (universal) consists of the core
    curriculum and general education program which is
    based on evidence-based practices. The initial
    task in this process is to assure that the core
    curriculum is effective for a major portion of
    the students.
  • After demonstrating that the core curriculum
    results in success for most students, the second
    tier (supplemental) consists of supplemental
    instruction in addition to the core curriculum to
    support the small groups of students who continue
    to struggle. Tier two interventions are delivered
    in a small group format using strategies known to
    be effective in addressing these learners.
  • Tier three (intensive) interventions are designed
    to be individualized, long-term interventions for
    students who have not responded to Tier I and
    Tier II interventions that have been delivered
    with a high degree of fidelity. 
  • At all tiers, the four-step, PS/RtI process is
    used to maximize outcomes for students.

101
  • Tier 3 instruction will include a data-based
    process for identifying continued and specific
    instructional concerns in mathematics. Specific
    interventions should be developed to target those
    identified deficits while monitoring both
    intervention-specific and generalized
    improvements in mathematics.
  • RtI Action Network, 2008

102
  • In tiers 2 and 3, increase the frequency of
    progress monitoring (quarterly/weekly
    measurements and decision making).

103
  • Observing students closely, analyzing their
    needs, and adjusting the curriculum to fit the
    needs of all students have always been important
    skills demonstrated by fine teachers.
  • Hubbard Power, 2007

104
Assess with a purpose.
105
THE ASSESSMENT PRINCIPLE
  • Assessment should support the learning of
    important mathematics and furnish useful
    information to both teachers and students.
  • -Do I gather enough evidence before making
    judgments or evaluating my students?
  • -Do I really KNOW what the students know, can
    do, and will master?
  • NCTM, 2003

106
WHAT ARE THE BENEFITS OF PROGRESS MONITORING?
  • When progress monitoring is implemented
    correctly, the benefits are great for everyone
    involved, including
  • accelerated learning because students are
    receiving more appropriate instruction
  • more informed instructional decisions
  • documentation of student progress for
    accountability purposes
  • more efficient communication with families and
    other professionals about students progress
  • higher expectations for students by teachers and
  • fewer Special Education referrals.
  • National Center on Student Progress Monitoring,
    2008

107
Progress monitoring is a scientifically based
practice that is used to assess students'
academic performance and evaluate the
effectiveness of instruction. Progress monitoring
can be implemented with individual students or an
entire class. NCSPM, 2008
108
Florida Resources in Math
  • Florida Center for Research in Science,
    Technology, Engineering, and Mathematics
    (FCR-STEM)
  • Partnership to Rejuvenate and Optimize
    Mathematics and Science Education in Florida
    (PROMiSE)
  • Response to Intervention Teaching Learning
    Connections (RtI TLC)
  • Additional State-Funded Projects

109
Florida Center for Research in Science,
Technology, Engineering, and Mathematics
  • at Florida State University

Mission Assist the State of Florida in the
improvement of K-12 teaching and learning in
science, technology, and mathematics and prepare
students for higher education and STEM careers.
FCR-STEM is committed to conducting rigorous
investigations designed to address questions that
will help policymakers and educators make
evidence-based decisions and wisely invest public
resources
www.fcrstem.org
110
  • Research on
  • policy and practice related to mathematics and
    science instruction and assessment in the state.
  • student acquisition of knowledge and skills in
    math and science.
  • teacher preparation to increase the number of
    math and science teachers with strong content
    knowledge and teaching expertise.
  • Technical Assistance to schools and school
    districts in the development and implementation
    of effective math and science instruction.
  • Dissemination of evidence-based practices.

111
  • Mathematics-Science Partnership (MSP) grant
    awarded by the Florida Department of Education
  • Will assist schools raising awareness and
    building capacity for implementation of the new
    mathematics and science standards
  • Partnership between educators, scientists,
    mathematicians, and engineers to improve STEM
    education in Floridas schools.

http//www.flpromise.org
112
Florida PROMiSE Partners
  • UNIVERSITIES
  • -University of South Florida
  • -Florida State University FCR-STEM
  • -University of Florida
  • SCHOOL DISTRICTS
  • -Duval County
  • -Hillsborough County
  • -Miami-Dade County
  • -Seminole County
  • STATE PARTNERS
  • - DOEs Office of Mathematics Science
  • - Florida Virtual School
  • - Horizon Research, Inc.
  • EDUCATIONAL CONSORTIA
  • Heartland
  • Northeast Florida (NEFEC)
  • Panhandle Area (PAEC)

113
PROMiSE OVERVIEW
  • Provide high-quality and consistent PD statewide
    to enhance new and veteran teachers preparedness
    to teach for depth and understanding aligned with
    the standards
  • Assist school leaders in supporting standards
    implementation and new vision for student
    learning with depth and understanding
  • Provide information and technical assistance
    through a variety of tools to support teachers in
    promoting student learning with depth and
    understanding.

114
Comprehensive Approach
  • Build Understanding of the M/S Standards
  • PD, induction, web resources, PSAs, webcasts
  • Build Capacity to Implement and Support
    Standards-based Teaching for Depth and
    Understanding
  • Research-based, job-embedded professional
    development for school principals to build
    understanding of NGSS and effective professional
    learning communities.
  • Content Specialists from Colleges of Arts and
    Sciences, Colleges of Education, and school
    districts provide 2-week summer institutes and
    follow-up professional development on key
    concepts of the NGSSS.
  • Build a System for Continued Renewal
  • Lay the ground work for the development of
    university-based teacher education programs for
    M/S teacher leaders that can occur after funding
    period and with support from other funding
    streams.

115
(No Transcript)
116
2008 Measurable Targets-BEESS State Performance
Plan
  • Gap between all students and SWDs who graduate
    with a standard diploma will decrease to 26
  • The dropout rate for SWDs will decrease to 4.0
  • 96 of SWDs will participate in statewide
    assessments
  • 37 of school districts will meet AYP targets in
    math
  • 62 of SWDs in grades 3-10 will demonstrate
    proficiency in math

117
  • Purpose-To identify, disseminate, and facilitate
    high fidelity implementation of current and
    emerging research-based instructional practices
    in curriculum, instruction, and assessment within
    the framework of Response to Intervention to
    educational personnel in the state of Florida.
  • Funded through the Bureau of Exceptional Student
    Education and Student Services of the Florida
    Department of Education.

118
(No Transcript)
119
Specific Content Initiatives include
  • Scaling-up Evidence-based Practices with
    Problem-solving/RtI and Positive Behavior
    Supports
  • Early Literacy Initiatives (specifically roles of
    Speech-Language Pathologists)
  • Adolescent Literacy Interventions
  • Mathematics Instruction and Interventions
  • Language Reading Connections for Students who are
    Deaf and Hard of Hearing

120
Specific Process Aligned with Fl Protocol A
Systems Approach
PLANNING Selection of Research-Based Effective
Instructional Practices
DELIVERY Standards Based Professional Development
Improves Student Learning
EVALUATION Evaluation of Student Learning
FOLLOW-UP High Quality Classroom Implementation
121
Professional Development and Products
  • Algebra Success Keys (ASK) Regional PD
  • Keys of Problem Solving (KoPS) Regional PD
  • Primary Edible Math booklets and CDs
  • Secondary Edible Math booklets and CDs
  • Cool Tools in Mathematics Classroom Informal
    Assessments for Teachers
  • Math Connections Learning Gains and
    Instructional Decision-making in the Math
    Classroom
  • Metacognitive Strategies book
  • RtI Instructional Materials (e.g., Fidelity of
    Implementation, RtI for Teachers, etc.)
  • www.RtITLC.ucf.edu
  •  

122
Visit us atwww.http//RtITLC.ucf.edu
  • Mary E. Little, Ph. D.
  • Principal Investigator
  • Shelby C. Robertson, Ph. D.
  • Project Coordinator-Mathematics
  • 386.274.0175

123
Response to Intervention for BehaviorComponents
and Resources
124
Critical Components of RtI for Behavior
  • 1. Research-based, Scientifically Validated
    Interventions
  • Multi-tier Models of Support
  • 3. Effective, Informative, Responsive
    Assessments
  • Effective Use of Problem-solving Process
  • 5. On-going Progress Monitoring
  • 6. An Integrated Data System


125
Challenges for Behavior
  • There are few established benchmarks for
    behavior.
  • Data systems for behavior are in short supply.
  • Decision rules for behavior are unclear.
  • Many interventions may not be evidence-based
  • Most schools are already utilizing Tier 2
    interventions (see challenges 1-4)

126
Center for Positive Behavior Interventions and
Supports (2001)
127
Tiers of PBS
  • Tier 3 (Individual/Intensive) Processes and
    procedures reflect school-wide expectations for
    student behavior coupled with team-based
    strategies to address problematic behaviors of
    individual students
  • Tier 2 (Supplemental) Processes and procedures
    designed to address behavioral issues of groups
    of students with similar behavior problems or
    behaviors that seem to occur for the same reasons
    (i.e. attention seeking, escape)
  • Tier 1 2 (Classroom) Processes and procedures
    that reflect school-wide expectations for student
    behavior coupled with pre-planned strategies
    applied within classrooms
  • Tier 1 (School-Wide) Procedures and processes
    intended for all students, staff, in specific
    settings and across campus

128
Tier I of Behavioral Intervention/Support
Tier I - Assessment Discipline Data
(ODR) Benchmark Assessment School Climate
Surveys Universal Screening
Tier I - Core Interventions School-wide
Discipline Positive Behavior Supports Whole-class
Interventions
10 - 15
80 - 90
128
129
Core Components of Tier 1
  • Consensus on a common approach to discipline
  • A small number of positively stated expectations
    for all students and staff
  • Rules for specific settings
  • Procedures for teaching expectations and rules to
    students,
  • A continuum of procedures for encouraging
    displays and maintenance of these expectations,
  • A continuum of procedures for discouraging
    displays of rule-violating behavior, and
  • Procedures for monitoring and evaluation the
    effectiveness of the discipline system.

130
Initial Steps for Tier 1
  • Establish a school-wide leadership or behavior
    support team. May be RtI team or subcommittee.
  • Secure a commitment and agreement from the
    administrators and staff for active support and
    participation.
  • Conduct a self assessment of the current
    school-wide discipline system.
  • Create an implementation action plan that is a
    result of data-based decision-making.
  • Establish a way to collect office referral and
    other data on a regular basis to evaluate the
    effectiveness of school-wide PBS efforts.

131
Building Capacity for Tier 1-3
  • District commitment
  • District Action Plan
  • Coaching
  • Training
  • Progress monitoring/Data system
  • Identification of students for Tier 2 supports
  • Evaluation

132
District Commitment
  • PBS District Coordinator is established
  • District PBS Team established
  • District Action Planning meeting
  • PBS Coaches established
  • District funding established
  • School-wide discipline a top district goal
  • School-based discipline data system
  • Commitment to revise/utilize a discipline
    referral form, problem behavior definitions, and
    develop a coherent discipline referral process.

133
District Action Planning Process
  • Required at least annually for all new and
    returning districts
  • Assists district team in developing a
    comprehensive plan for initiating, supporting,
    and evaluating RtIB efforts for all schools
  • Helps determine which diverse district personnel
    are needed to build and maintain RtIB as a
    priority for schools
  • Determines persons who serve as RtIB Coaches
  • Allows district team to plan for resources (time,
    funding) to support the implementing school
    teams
  • Generates goals for expanding and/or sustaining
    RtIB for the upcoming school year

134
Coaching for Sustainability
  • Develop a coaching model for behavior - internal
    and/or external coaches
  • Coaches trained regionally every Fall by
    FLPBSRtB
  • Monthly Coaches Meetings required per district
    content and materials provided by FLPBS
  • FLPBSRtIB Project technical assistance provided
    to Coaches through District Coordinators
  • Completing Tiers 1-3 PBS evaluation for school
  • Submitting data via PBS project evaluation system

135
Training Support at Tier 1
  • Universal Tier 1
  • Comprehensive 3-day
  • On-site, regional, web-based
  • Train the trainer approach
  • On-site and collaborative
  • Booster (20 originally trained need booster)
  • On-site and web-based
  • SWIS and administrator trainings
  • Classroom Tier 1 or 2
  • Online only Classroom Consultation Guide

136
Tier 1 Training
  • Consists of lecture, video of Floridas
    implementing schools, team activities, and action
    planning
  • FREE OF CHARGE to districts
  • Training is for 2-3 days
  • School Administrator required to participate all
    3 days
  • District Coaches trained to provide additional
    assistance
  • Ongoing technical assistance provided across year
  • May have start-up funds for new districts

137
Tier 1 RtI/Behavior Training Components
  • Introduction to School-wide Positive Behavior
    Support
  • Establishing a Foundation for Collaboration and
    Operation
  • Building Faculty Involvement
  • Establishing A Data-Based Decision-Making System
  • Developing Appropriate Definitions of Problem
    Behaviors
  • Developing Behavior Tracking Forms
  • Developing a Coherent Office Discipline Referral
    Process
  • Developing Effective Consequences
  • Identifying School-Wide Expectations
  • Identifying Rules for Unique Settings
  • Developing a System for Teaching Appropriate
    Behavior
  • Developing a School-Wide Reward System
  • Implementing School-wide PBS
  • Evaluating the Progress of PBS Efforts
  • Establishing a Comprehensive PBS System

138
Progress Monitoring at Tier 1
  • School-wide behavioral data include office
    discipline (ODR) data that answer questions
    about
  • Who, what, when, where, why
  • Must be easy to access for schools and presented
    graphically
  • FLPBS Project can provide training and access to
    SWIS (www.swis.org)
  • FLPBS Project can provide technical assistance to
    districts about IT requirements of an effective
    Tier 1 data system

139
Identification of Students for Tier 2
  • ODR data are not sufficient to identify students
    needing more support at Tier 2
  • Recommended that multiple sources of data (ODR,
    referrals, nominations, standardized screeners,
    etc.) be used to ID students.
  • FLPBS project can provide information on
    standardized screeners, efficient nomination
    processes, and tracking systems for students.

140
Evaluation
  • FLPBS Project provides a web-based data system
    for collecting ODRs, ISS, OSS, academic
    improvement and implementation fidelity data
  • Reliable and valid tools are developed for
    measuring implementation fidelity at Tiers 1-3
  • FLPBSES provides immediate data in graphic format
    for each school and for the District coordinator.
  • Sample of state wide data can be accessed at our
    website http//flpbs.fmhi.usf.edu/

141
(No Transcript)
142
(No Transcript)
143
Tier II Behavioral Intervention/Support
1 - 5
Tier II - Targeted Interventions Targeted Group
Interventions Social Skills Training Small
Groups Tiered Discipline Programs
Tier II - Assessment Behavioral
Observations Intervention Data (peer group
comparison)
10-15
80 - 90
Tier I - Core Interventions
Tier I Assessment
10 - 15
80 - 90
144
Core Components of Tier 2
  • Continuous availability,
  • Rapid access (within 72 hr),
  • Very low effort by teachers,
  • Consistent with school-wide expectations,
  • Implemented by all staff/faculty in a school,
  • Flexible intervention based on assessment

145
Core Components of Tier 2
  • Match between the function of the problem
    behavior and the intervention,
  • Adequate resources for implementation (weekly
    meetings, plus 10 hours a week),
  • Student chooses to participate, and
  • Continuous monitoring of student behavior for
    decision-making.

146
Secondary Interventions
  • Behavior Education Program/CICO
  • Social SkillsSkillstreaming
  • Problem-Solving, Conflict Resolution
  • I Can Problem Solve (elementary)
  • Prepare (secondary)
  • Anger Management, Violence Prevention
  • Second Step
  • BullyingSteps to Respect

147
Preparing for Secondary Supports
  • Identify schools that are ready
  • Universal level implementation with fidelity
  • Form secondary level team
  • At least one member of school-wide team
  • Behavior analysts/specialists
  • School psychologists/counselors
  • ESE specialists
  • Establish progress monitoring/ PS RtI process

148
Training Support at Tier 2
  • Provided by FLPBSRtIB Project
  • Practice with problem-solving process
  • Practice with data-based decision-making
  • Evaluation and use of Tier 1 and classroom
    supports
  • Establishing a progress monitoring system
  • Establishing a Tier 2 process at the school
  • Team
  • Decision points
  • Tracking and communication
  • Specific training on BEP/CICO system

149
Progress Monitoring
  • FLPBSRtIB Project provides
  • Progress monitoring tool for array of Tier 2
    interventions,
  • Decision rules for Tier 2, and
  • Tracking system for communicating outcomes for
    all students on Tier 2 support
  • Practical experience supporting hundreds of
    schools at Tier 2 implementation

150
Adapted from Crone, Horner Hawken (2004)
Points Possible __72___   Points Received
__55__   of Points __76__   Goal
Achieved? Y N
Daily Progress Report
Name ______Don Kincaid________________ Date
__2/1/08______   Rating Scale 3Good day 2
Mixed day 1Will try harder tomorrow   GOALS
 
3
1
3
3
3
3
1
1
1
3
3
2
2
3
1
1
3
3
3
3
2
Teacher Comments I really like how
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
________________
Parent Signature(s) and Comments
_______________________________________________
151
Sample Excel Form for Tier 2Daily Progress
Monitoring Report
152
Evaluation of Tier 2
  • Schools can utilize the Benchmarks of Quality for
    Tier 2 to evaluate implementation fidelity of
    each Tier 2 intervention in the school
  • Progress monitoring and tracking system can
    identify if Tier 2 interventions are being
    effective

153
Tier III of Behavioral Intervention/Support
Tier III Individualized Interventions Behavior
Intervention Plan Individual CounselingSelf-Monit
oring
Tier III Assessments FBA Progress Monitoring
Graph/RtI (Eligibility Assessment)
1 - 5
1-5
Tier II Targeted Interventions Targeted Group
Interventions Social Skills Training Small Groups
Tier II Assessments Behavioral Observations Interv
ention Data Gap Analysis
10-15
80 - 90
Tier I Core Interventions School-wide Discipline
Positive Behavior Supports Whole-class
Interventions
Tier I Assessments Discipline Data
(ODR) Benchmark Assessment Universal Screening
10 - 15
80 - 90
154
Identifying Students at Tier 3
  • Students for whom secondary supports are not
    enough (poor response to intervention)
  • Students with severe and chronic behavior
  • High ODRs
  • ESE services or placement
  • High scores on screeners
  • NOT just for students who have been identified as
    ESE eligible.

155
Components of Tier 3 Support
  • Clear FBA and BIP process that meets the needs of
    all students
  • Collaborative problem-solving approach
  • Clear intervention goals that address problem
    behavior, appropriate behavior and lifestyle
    issues
  • A progress monitoring system for each student and
    all students
  • Decision points and data-based decisions

156
Components of Tier 3 Support
  • An effective FBA process
  • Appropriate, multi-component BIPs matched to
    function
  • Contextual fit and coaching
  • Measurements of the fidelity of intervention
    implementation
  • Matching complexity of problem to differing level
    of Tier 3 support

157
Resources from FLPBS Project for Tier 3
  • FLPBS does not provide training to
    i
About PowerShow.com