Response to Intervention at Brown International Academy - PowerPoint PPT Presentation

Loading...

PPT – Response to Intervention at Brown International Academy PowerPoint presentation | free to view - id: 7b06b1-N2Y4N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Response to Intervention at Brown International Academy

Description:

Title: Slide 1 Author: David K. Whitelock, B.A., ATC Last modified by: AVC_001 Created Date: 4/9/2008 2:09:12 AM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

Number of Views:46
Avg rating:3.0/5.0
Slides: 86
Provided by: David3281
Category:

less

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

Title: Response to Intervention at Brown International Academy


1
Response to Intervention at Brown International
Academy
  • Suzanne Loughran
  • Sally Whitelock

2
Driving Forces of School Change
  • Shifting From To
  • A teaching focus A learning focus
  • Teaching as a private practice Teaching as
    collaborative practice
  • School improvement as an option School
    improvement as requirement
  • Accountability Shared responsibility

3
Driving Forces of School Change
  • Shifting From To
  • State Standards Common Core Standards
  • Discrepancy model for LD RTI model for
    LD
  • Curriculum pacing guides Data Driven
    Decision Making
  • My students Our Students

4
Couldn't help it ma, that first step is a a big
one!
5
RTI
  • is the practice of providing high-quality
    research based instruction and interventions
    matched to student needs, monitoring progress
    frequently and utilizing student data to make
    instructional decisions.

6
RTI
  • is characterized by a systematic approach to
    allocating resources, whereby students access
    appropriate levels of support and intervention,
    given their academic and/or behavioral needs.
  • The goal of the process is accelerating learning
    for all students, and driven by a belief that all
    children can learn and achieve high standards as
    a result of effective teaching.

  • Renaissance Learning

7
RTI
  • In Colorado a three-tiered delivery system is
    recommended which groups students with common
    needs which can be met with more intensive,
    sometimes different instructional approaches than
    the core curriculum.

8
(No Transcript)
9
Tier 1
  • Represents the majority of students (Ideally 80)
    predominantly served by the core instructional
    programs.
  • Tier 1 instruction includes research-based
    curricula and instructional strategies that are
    aligned with Colorado State Standards and
    Benchmarks. It utilizes flexible grouping and
    focuses on specific data driven learning targets.

10
Tier II
  • Tier II represents a smaller group of students
    (10-15) who may require specific interventions
    to achieve the learning rate necessary to meet
    grade level academic benchmarks.
  • Interventions are strategies, targeted or
    supplemental and may or may not be different
    from the core programs, or adaptations of it
    depending on the outcome of the data team
    problem-solving process.

11
Tier III
  • Tier III represents an even smaller group of
    students (5-10) who need intensive
    intervention.
  • Students in Tier III generally need more time in
    intervention groups to make progress and require
    more systematic slower paced instruction with
    more practice cycles. In some cases it may be
    the same curriculum used in Tier II but
    intensified in frequency, duration and practice
    cycles.

12
(No Transcript)
13
Development of RTI at Brown
  • Major Components of Browns RTI Model
  • School-wide vision and structures
  • Core Curriculum
  • Assessment process
  • Data Based Decision Making
  • Group Development

14
Components of RTI at Brown
  • School-wide vision and structures
  • Vision
  • Use of Resources Flooding and Technology
  • Professional Development
  • Core Curriculum and Interventions
  • Guaranteed and Viable Core Curriculum
  • Research-base Tier 2 and 3 interventions
  • Assessment
  • Screening Assessments
  • Formative Assessments
  • Progress Monitoring
  • Summative Assessments
  • Data-based Decision Making
  • School Improvement Goals Plan
  • Collaborative problem-solving in weekly data
    teams
  • Student Intervention Teams
  • Group Development
  • Problem solving protocols
  • Data driven dialogue

15
School-wide vision and structures
  • At Brown International Academy

16
School-wide Vision and Structures
  • Vision
  • High expectations
  • IB PYP program and philosophy
  • Standards-based instruction
  • Collaborative problem solving and collective
    responsibility

17
School-wide Vision and Structures
  • Use of Resources
  • Daily Schedule
  • Driven by the flooding model (for Tier 2 and 3
    interventions)
  • Ensures daily core instruction and interventions
    for reading and math
  • Maximizes resources in the building
  • Technology
  • Purchased assessment resources (STAR reading,
    SEL, STAR math)
  • Intervention resources (Larson math, iSucceed
    Math, Math Facts in a Flash)
  • All teachers in the school
  • Budget for intervention teachers
  • Use Spanish teacher and Librarian

18
Flooding Model
Grade 12 Grade 3 Grades 45
900- 1000 FAST Open Court Open Court Reading/Writing Skills Flooding (Guided Reading, AR, Interventions)
1000- 1100 Flooding (Guided Reading, AR, Interventions) Writing Alive Open Court Reading/Writing Skills
1100- 1200 Writing Alive Flooding (Guided Reading, AR, Interventions) Writing Alive
19
Flooding Model - Teachers
  • Grade 1
  • Tier 1 3 classroom teachers
  • Tier 2 1 intervention teacher, 1 classroom
    teacher
  • Tier 3 1 special education teacher
  • Grade 2
  • Tier 1 2 classroom teachers
  • Tier 2 1 intervention teacher
  • Tier 3 1 special education teacher
  • Grade 3
  • Tier 1 2 classroom teachers
  • Tier 2 1 intervention teacher
  • Tier 3 2 special education teachers
  • Grade 4 and 5
  • Tier 1 3 classroom teachers and the librarian
  • Tier 2 1 classroom teacher, 1 intervention
    teacher
  • Tier 3 2 special education teachers

20
School-wide Vision and Structures
  • Professional Development
  • Teacher leaders
  • School leadership team
  • Additional training
  • Collaborative process
  • Professional learning community
  • Year long focus on one professional development
    topic
  • Data teams to support professional collaboration
    and learning
  • Weekly collaboration grade level meetings
  • Long and short range planning
  • Job-embedded professional development and
    coaching
  • Literacy facilitator
  • IB coordinator
  • Teacher leaders

21
Core Curriculum and Interventions
  • At Brown International Academy

22
Core Curriculum and Interventions
  • At Brown, first we focused on
  • Ensure a Guaranteed and Viable Core Curriculum
    in reading, writing, math and social
    studies/science (Tier 1)
  • A Core Curriculum must be implemented
  • School-wide
  • Grades ECE-5
  • In all content areas
  • With fidelity
  • With ALL students

23
Guaranteed and Viable Curriculum For
ALL students at Brown
  • Literacy
  • Open Court- grades ECE-5, 30 minutes per day
  • FAST phonics- grades K-2, 15-30 minutes per day
  • Writing Alive grades K-5, 60-90 minutes per day
  • Small reading groups/guided reading- grades 1-5,
    20-30 minutes per day (Benchmark Books)
  • Accelerated Reader program during independent
    reading, 20-40 min/day
  • Math
  • Everyday Mathematics
  • Larson (K-2) and Isucceed (3-5) computer based
    math program
  • Social Studies/Science
  • IB Units of Inquiry
  • Social-Emotional/Behavioral
  • Code of Conduct and Essential Agreements
  • IB attitudes and Learner Profile
  • Bully Proofing program

24
Core Curriculum and Interventions
  • At Brown, next we focused on
  • Implemented research-based interventions
    (Tier 2 and Tier 3) for all students below grade
    level proficiency.
  • Research-based Interventions Implemented (Tier 2
    and 3)
  • For all students who need it, based on universal
    screening and summative assessment data
  • With fidelity
  • First in reading, then in math

25
Research-based Tier 2 Interventions
  • Literacy
  • Additional Time 60 minutes, small group
  • Flooding, increased direct instruction, decreased
    independent reading
  • Six Minute Solutions fluency intervention
  • Corrective Reading
  • Spellography
  • KPALs/PALs
  • Math
  • Larson or Isucceed math program special
    curriculum
  • Number Worlds tier 2 intervention (small group)
  • Social emotional/Behavior
  • Behavior Report Cards
  • Classroom modifications and parent communication
  • Counseling groups when appropriate

26
Research-based Tier 3 Interventions
  • Literacy
  • Additional Time 60 minutes, small group
  • Flooding, increased direct instruction, decreased
    independent reading
  • Corrective Reading
  • Wilson
  • Fundations
  • Edmark
  • Math
  • Larson and Isucceed math program special
    curriculum
  • Number Worlds tier 3 small group
  • Social emotional/Behavior
  • Behavior Plans
  • Classroom modifications and parent communication

27
Core Curriculum and Interventions
Tier 3 goal 5 of students
Mathematics Number Worlds - Tier
3 Larson/Isucceed
Literacy Fundations Wilson Edmark
Social-Emotional Individual Behavior
plans Counseling groups
Tier 2 goal 10 of students
Literacy Six Minute Solutions Corrective
Reading Spellography KPALs/PALS
Mathematics Number Worlds - Tier
2 Larson/Isucceed
Social-Emotional Behavior report cards Point
Sheets Counseling groups
Tier 1 All students
Literacy Open Court FAST AR Writing Alive
Social-Emotional IB Attitudes Learner
Profile Code of Conduct Bully Proofing
Mathematics Everyday Math Larson/Isucceed
28
  • How is RTI currently structured in your school?

29
Assessment
  • At Brown International Academy

30
Assessment
  • To achieve an effective RTI model reliable and
    regular data must be available to
  • Identify the academic and behavioral needs of
    students
  • Inform collaborative problem solving
  • Design instruction aligned with student needs
  • Evaluate the effectiveness of curricular programs
    interventions and instructional practices
  • Determine if students are achieving grade level
    proficiencies

31
RTI Assessment
  • Summative Assessments
  • Screening Assessments
  • Formative Assessments
  • Progress Monitoring
  • Diagnostic Assessments

32
Summative Assessments
  • Assessments that occur after learning to
    document individual or group achievement
  • or mastery of standards. They measure
    achievement at a point in time for purposes
  • of reporting and accountability.

33
Summative Assessments
  • At Brown, first we focused on
  • Ensure that teachers could administer and
    interpret district mandated assessments
    appropriately
  • Summative Assessments (including High Stakes
    tests)
  • Administered 1 to 3 times per year
  • Used to support goal setting
  • School Improvement Plan
  • Power standards
  • Used to support instruction
  • Data Teams and SMART goals
  • Used to identify students needing interventions
  • Placement of students in Tier 2 and 3
    interventions

34
Summative Assessments at Brown
  • CSAP State assessment test
  • Grades 3-5
  • Reading, Writing, Math
  • Used to develop power standards
  • DRA2 required state assessment for CBLA
  • Grades K-5
  • Reading
  • DPS Benchmark Assessment
  • Grades 3-5
  • Reading, Writing, Math
  • Graphs examined during data teams

35
Screening Assessments
  • Assessments that occur three times per year
    (August, December, May) that are predictive of
    High Stakes testing and identify students who are
    at-risk of academic failure. They measure
    achievement at a point in time for the purpose of
    identifying students who are in need of academic
    interventions.

36
Screening Assessment
  • At Brown, next we focued on
  • Determine if additional screening assessment
    information is needed.
  • Universal Screening
  • 1 to 3 times per year
  • Used to support instruction
  • Data Teams
  • SMART goals
  • Used to identify students needing interventions
  • Placement of students in Tier 2 and 3
    interventions

37
Universal Screening at Brown
  • DIBELS
  • Grades K-5
  • Basic Early Literacy skills
  • Graphs examined during data teams
  • STAR/STAR Early Literacy and STAR math
  • Grades K-5
  • Diagnostic and Growth Reports

38
Formative Assessment
  • Assessment for learning conducted
    throughout teaching and learning to diagnose
    student needs, plan next steps in instruction and
    provide students with feedback to improve their
    work.
  • Richard
    Stiggens

39
Formative Assessment
  • At Brown, next we focused on
  • Implement use of formative assessments and
    progress monitoring assessments.
  • Formative Assessments
  • Used to inform instruction
  • SMART goals and action plans)
  • Used to adjust intervention groups as needed
  • Progress Monitoring
  • Every 1-2 weeks for all students receiving
    interventions
  • Used to inform instruction of students in Tier 2
    and 3
  • SMART goals and action plans
  • Used to adjust intervention groups as needed
  • Goal close the achievement gap

40
Formative Assessments at Brown
  • Accelerated Reader (AR)
  • STAR Early Literacy diagnostic reports
  • STAR reading growth reports
  • Open Court assessments
  • Guided Reading informal observations
  • Benchmark Books
  • Writing Alive rubrics
  • Everyday Math assessments
  • RSAs
  • Unit Assessments
  • STAR math
  • I succeed and Larson data

41
Progress Monitoring
  • Progress monitoring assessments are quick,
    reliable, regularly administered assessments that
    are sensitive to change and used to
  • Determine students rate of progress and growth
  • Provide information about effectiveness of
    instruction and interventions
  • Identify areas of need for future instruction
  • Analyze and interpret gaps between benchmarks and
    student achievement

42
Progress Monitoring at Brown (Tier 2 3)
  • Literacy
  • DIBELS Phoneme Segmentation Fluency, Nonsense
    Word Fluency, Oral Reading Fluency
  • Classroom and Intervention curriculum assessments
    (Wilson, Fundations, Corrective Reading,
    KPALs/PALs, Benchmark Books, etc.)
  • AR, STAR reading and STAR Early Literacy
  • Math
  • Math Facts in a Flash
  • STAR math
  • Behavior
  • Behavior report cards

43
Diagnostic Assessments
  • Provide in-depth reliable assessment of targeted
    skills
  • Provide information for planning more effective
    instruction and interventions

44
Assessment
Tier 3 goal 5 of students
Literacy 1x/week DIBELS Intervention based
assessments STAR Early Literacy
Mathematics Math facts in a flash Number Worlds
assessments
Social-Emotional Teacher Behavior plan
documentation
Tier 2 goal 10 of students
Literacy 1x/week DIBELS Corrective Reading
assessments STAR Early Literacy STAR reading
Mathematics Math facts in a flash Number Worlds
assessments
Social-Emotional Behavior report cards Point
Sheets
Tier 1 All students
Literacy CSAP DRA2 DPS Benchmark DIBELS STAR/STAR
Early Literacy
Mathematics CSAP DPS Benchmark Star math
Social-Emotional Attendance Office
referrals Teacher concerns
45
  • What are some of the major challenges you have
    faces related to assessments?

46
Data Based Decision Making
  • At Brown International Academy

47
Data Driven Decision Making
  • A major feature of the RTI Model is its use
    of data to drive the decision-making process at
    the school, classroom and individual levels.
    Data are most helpful when they are used for self
    assessment and combined with reflection,
    problem-solving and discovery and planning.

48
Data Driven Decision Making
  • Data driven dialogue is a collective process
    designed to share common understanding of issues
    and events using information from a variety of
    sources. Colorado Dept. of Education
  • When teachers operate in professional
    communities and take collective responsibility
    for student learning, they produce school-wide
    gains in academic achievement. Louis, Kruse,
    Marks, 1996

49
Data Driven Dialogue
  • Reflective dialogue about important matters
    is at the heart of such communities (Professional
    Learning Communities). In these schools,
    teaching and learning are public acts to be
    shared, examined, analyzed and refined.
  • Wellman Lipton, 2004

50
Data Based Decision Making
51
Data Driven Decision Making
  • School Level
  • Grade Level
  • Grade Level Groups
  • Target Groups
  • Individual Students (SIT)

52
Data teams
  • Weekly grade level teams are held
  • Goal In a collaborative manner, teachers will
    effectively analyze data and use data to inform
    instruction.
  • Six week rotation reading, writing, math
  • Two weeks on each
  • Review all data for the content area
  • Look at data for groups of students
  • Adjust flooding groups every 6 weeks

53
Data Team Process
  • Collect data
  • Analyze data
  • Explore and Observe data
  • Explain (interpret) data
  • Identify a target group of students
  • Develop a SMART goal (action plan)
  • Take Action
  • Identify essential learnings
  • Determine Action Steps
  • Determine frequency, location, and time
  • Determine results of their instruction (SMART
    goal)

54
Brown International Academy Data Team Process
and Documentation Date______ Teacher Name
Grade
Curricular Area
Unit Title

The Data Team Process
Step 1 Collect and Chart Data
Step 2 Analyze Data Observation and
Explanation
Step 3 Action Planning Setting Goals and
Determining Instructional Strategies
Step 4 Determining Results
  • Collect and Chart Data
  • Brown data will include Reading CSAP,
    Benchmarks, STAR, STAR Early Literacy, AR,
    DIBELS, DRA2 Writing CSAP,
  • Benchmarks, writing samples/rubrics, Writing
    Alive writing records Mathematics CSAP,
    Benchmarks, Math CBMs, EDM RSAs,
  • EDM Unit assessments.
  • / Proficient Sutdents _________________
    / PP Students _________________ / U
    Students__________________

2. Analyze Data
Observations Identify patterns, trends and key
scores. Record factual statements about data,
including areas of continuing need and
strengths.
Explanations What is needed to support students
in achieving proficiency? What additional data
sources are needed to support your explanation?

55
Brown International Academy Data Team Process
and Documentation Date_____ Teacher Name
Grade
Curricular Area
Unit Title

The Data Team Process
Step 1 Collect and Chart Data
Step 2 Analyze Data Observation and
Explanation
Step 3 Action Planning Setting Goals and
Determining Instructional Strategies
Step 4 Determining Results
3. Action Planning Target Students/Group
__________________________________________________
_______________________________ Setting Goals
Our current SMART goal is as follows The of
(student group) ______________________________
scoring proficient and higher in (content
area/essential learning/power standards)
_________________________Will increase from
(current reality ) __________________(goal )
____________________By (date) ____________________
________ as measured by (assessment
tool)___________________ administered on (date.)
Determining Instructional Strategies
Essential Learning
Action Steps (Explicit behaviors, interventions,
strategies technique methods)
Frequency/Location/Time Frame
4. Determining Results Date _________ / P
Students ____________ / PP Students
______________ / U Students _______________
56
  • Take our your data team exemplar.
  • What do you notice about how teachers use data to
    inform instruction?

57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
STAR Early Literacy Score Distribution Report
63
STAR Early Literacy Progress Monitoring
64
STAR Reading Growth Report
65
AR Diagnostic Report
66
DIBELS ORF Universal Screening
67
DIBELS NWF Progress Monitoring
68
STAR Math Growth Report
69
STAR Math Progress Monitoring
70
Math Facts in a Flash
71
STAR math Setting Student Progress Monitoring
Goals
72
STAR Math Student Progress Monitoring Report
73
STAR Math Student Progress Monitoring Report
74
  • What standardized assessments do you use to
    progress monitor and diagnose student needs on an
    on-going basis?
  • How frequently do you collect this data?

75
Student Intervention Teams
  • If students are not improving achievement as they
    are being monitored during the data team process,
    they are referred to the SIT team.
  • Students may be referred due to lack of progress
    in
  • Reading
  • Writing
  • Math
  • Behavior
  • Students may be referred by teacher,
    administrator, parent, etc.

76
Student Intervention Teams
  • Problem solving teams
  • Purpose to develop an individualized plan for a
    student not making adequate progress
  • As demonstrated by Progress Monitoring data
  • In relation to their peers
  • Classroom teacher brings achievement, attendance,
    social-emotional data, etc.
  • The literacy facilitator or School Psychologist
    leads the group through the process
  • A plan is developed which includes
  • A research based intervention
  • A progress monitoring tool
  • A follow up date

77
Denver Public Schools SIT Intervention Plan
Student Name Grade ID DOB
Classroom Teacher School Date
Present at the meeting The purpose of this
meeting is to Identify the problem and its
contributing issues and develop a Student Action
Plan. Determine who will collect the progress
monitoring data and intervals for progress
monitoring. A follow-up meeting should be
scheduled 6-8 weeks from today.
Presenting Problem (Specific, observable, and measurable description of most concerning problem)
Data and Evidence
Contributing Issues (Instructional methods/materials, classroom environment, readiness/motivation of student, etc.)
Problem Statement and Possible Causes (Based on the data and contributing issues list 3-4 possible reasons for the problem. ie. Attendance, poor phonetic skills, limited ability to focus)
Solutions Brainstorm at least 2 solutions to Primary Problem Option 1 Option 2
Measurable Goal (SMART GOAL) Student will
improve by as measured by .
Research-based Intervention Research-based Intervention Provider Provider Setting Setting Frequency Frequency Start Start End End Tier



Progress Monitoring Tool(s) Person Res Person Res Frequency Frequency Base line Interim Interim Interim Interim Interim Target Target



Additional notes_________________________________
__________________________________________________
__ ___________________________________ ___________
___________________ Parent Signature Date Foll
ow up meeting scheduled for Follow-up
Meeting Student Date
78
(No Transcript)
79
(No Transcript)
80
Student Intervention Teams
  • If students receive Tier 2 intervention and then
    Tier 3 intervention and do not make appropriate
    achievement gains
  • Students are not Responding to Interventions
  • Students will need years of intervention to close
    the achievement gap
  • Then, the Student Intervention Team will make a
    referral to the Special Education Team for a
    special education evaluation. Data gathered from
    the SIT will be used for evaluation support
  • All research based interventions documented
  • All progress monitoring data documented
  • IEP meeting

81
Group Development
  • At Brown International Academy

82
Group Development
  • Attention to Task
  • Task designs are learning focused and congruent
    with organizational values and goals.
  • Tasks are time and energy efficient i.e. clear
    agenda, define product success, use data to make
    decisions.
  • Attention to Process
  • Shared tools, structures and protocols
  • Structured learning-focused conversations and
    norms of collaboration
  • Attention to Relationships
  • Shared norms values
  • Balanced participation
  • Members seek honor diverse perspectives
  • Teaching practices actively questioned
    calibrated against agreed upon standards
  • Comsistently using data to self assess and reflect

83
Group Development PD at Brown
  • Adaptive Schools Building Collaborative Teams
  • Critical Friends
  • Facilitative Leadership
  • Data Driven Dialogue
  • Tointon Leadership Institute
  • IB Training in Inquiry and Action research

84
Conclusion
  • RTI is school reform.
  • It takes a common vision.
  • It takes strong leadership.
  • It takes willingness to change.
  • It requires the belief that all children can
    learn.
  • It requires research based curriculum,
  • interventions, assessments, and data driven
  • dialogue.

85
Our mission at Brown International is to empower
learners to grow and evolve into compassionate,
confident, contributing citizens of the world.
Learners will be open-minded to multiple
perspectives, advocate for peace, and promote
change within our global community.
About PowerShow.com