2. Extend RtI systems thinking from reading Create priorities around new content areas Discuss RtI systems for Math, Writing, Behavior

3. Be sure your foundation is secure Data based teaming Leadership Professional Development

4. 1. Universal screener 2. Core curriculum and instruction 3. Decision rules and protocol 4. Progress monitoring 5. Interventions

6. Link between academics and behavior Students who are engaged in their learning display engaged behavior Disruptive behavior and disrupted learning often go hand in hand “For each 10-point increase in DIBELS PSF (spring grade 1), the probability of receiving multiple ODRs in Grade 5 decreased by 29%.” (McIntosh, 2006)McIntosh, 2006

7. First Step To Success Screener Phoneme Segmentation Fluency Office Discipline Referrals (ODR) Counselor referrals Health Room visits Attendance Reports Suspension/Expulsion Data Oregon Healthy Teens Survey (middle school)

8. P.B.I.S. Be Safe Be Kind Be Respectful Be Responsible

9. More than 20% of students with 2+ ODRs revisit the core PBS instruction More than 30%of ODRs occur in 1 location re-teach specific common area behavior expectations acknowledge/reward positive behavior correct inappropriate behavior immediately More than 40% of ODRs in classroom re-teach classroom expectations increase professional development in classroom management revisit core instruction in specific classrooms

12. K/1: 1x/week PSF & Behavior Intervention Data. K-12: Behavior data from Check & Connect programs. K-12: More than 5 absences, or more than 3 counseling or discipline referrals, in a 30-day period. K-12: Progress on individual behavior goals or Behavior Support Plan.

13. Tier 2 Data: Referrals, CI/CO card, Teacher Reports, Observations Functional Behavior Assessment:  May be a short form.  Target 2-3 behaviors. Behavior Plan:  Friendship Groups  Check-in / Check-out program  Referrals to community resources

14. Tier 3 Data:  Individualized Data System Functional Behavior Assessment:  Complex analysis based on file reviews, observations, and assessments  Targets multiple behaviors Behavior Plan: Highly Individualized Support Strategies.  Increased supervision throughout the day  May include safety protocols  Staff training

15. "Why should I have to teach kids to be good? They already know what they are supposed to do. Why can I not just expect good behavior?"

17. The Math Measures:  K-1: Missing Number (CBM)  Grades 2-5: Computation (CBM) Both are by AIMSweb

18. Missing Number K & 1 assessment One minute assessment Individually administered

19. Quantity Discrimination K & 1 assessment One Minute assessment Individually administered

20. Number Identification K & 1 assessment One Minute assessment Individually administered

21. Computation 5 th grade example 1-5 grade Grows in complexity through the grades Two to four Minute assessment (depending on grade) Scored on digits correct Group administered

22. Monitoring Basic Skills 4 th grade example 2-5 grade Grows in complexity through the grades Four to eight minutes (depending on grade) Scored on correct answers (some have multiple answers) Group administered

23. National Mathematics Advisory Panel Final Report, 2008 Curricular Content moving toward algebra Teacher Proficiency Conceptual Understanding Fluency and Automaticity Problem Solving Interdependent and mutually reinforcing

24. Depth Breadth Focus + Coherence = Curricular Content

26. CBMs are given every other week  Trained instructional assistants will complete progress monitoring Review trend lines every 12 weeks  We need a longer intervention period because growth on math CBMs happens in small increments  Look at rates of growth published by AIMSWeb

27. Emphasis on research-based instructional strategies (not “programs”) Increase opportunities to practice a skill correctly  Guided practice (“I do, We do, You do”)  Correction routine There are few research based curricula available

28. Formative Assessment + Team Problem Solving Tutoring Increase Guided Practice  Up to 20 minutes Tier II  30 minutes Tier III

29. Tier II Interventions for Math (Within the Core)  Kindergarten  Increased teacher attention during math  Grades 1-5  10 minutes of additional guided practice per day OR  10 minutes of Computer Assisted Instruction (CAI) per day

30. Tier II & III: Research on Best Practices Baker, Gersten, and Lee, 2002  Demonstrated, significant effects for:  Progress monitoring feedback, especially when accompanied by instructional recommendations  Peer Assisted Learning  Explicit teacher led and contextualized teacher facilitated approaches  Concrete feedback to Parents

31. Strong Evidence of Effectiveness Slavin, 2007  Classwide Peer Tutoring  Missouri Mathematics Program  Peer Assisted Learning Strategies  Student Teams-Achievement Divisions  Team-Accelerated Instruction

32. “the general concept of automaticity... is that, with extended practice, specific skills can read a level of proficiency where skill execution is rapid and accurate with little or no conscious monitoring … attentional resources can be allocated to other tasks or processes, including higher-level executive or control function” (Goldman & Pellegrino, 1987, p. 145 as quoted in Journal of Learning Disabilities, “Early Identification of Students with Math Disabilities,” July/August 2005 p 294

34. Student complete total words written CBM Below 30 th percentile placed in Tier II Emergent/Pre-writing level on the report card are red flagged Kindergarten and first grade

35. Student complete total words written and correct word sequences CBM Below 30 th percentile placed in Tier II Student receiving 1’s or 2’s in Organization, Conventions, and Sentence Fluency Student scoring below the 30 th percentile on OAKS Second through fifth grade

36. CBM Written Expression Group or individual administration Story starter One minute to plan & three minutes to write story Heartland AEA: CBM 2001

37. Story Starters Cross-Age Suitable for All Benchmark Grades 1. I couldn’t fall asleep in my tent. I heard this noise outside and … 2. My father sold his store last year and my whole family … 3. All during the day I was nervous. I ran home at 3:00. When I got home …

38. Correct Writing Sequences A correct writing sequence refers to two adjacent writing units (word/word or word/punctuation) that are acceptable within the context of what is written. The term “acceptable” means that the writing sequence is syntactically and semantically correct. Heartland AEA: CBM 2001

41. Probes are given every other week Trend lines are reviewed every 12 weeks Scoring  Total words written: fluency  Correct writing sequences: fluency and mechanics

42. Tier 2 K: ERI 1-5:  Increased teacher attention during core writing instruction  More guided practice Who delivers:  K: Reading interventionist  1-5: Classroom teacher

43. Tier 3 K: ERI and Language for Learning 1-5:  Core plus  20 minute weekly session focused on guided practice  Who delivers:  K: Reading Interventionist  1-5: Grade Level Team

44. Quantity produces quality. If you only write a few things, you’re doomed. Ray Bradbury

45. Dean Richards (503) 431 4135 drichards@ttsd.k12.or.us