1. July 2007Alaska Department of Education and Early Development Response to Instruction Part III Teacher Collaboration

2. July 2007Alaska Department of Education and Early Development 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

3. July 2007Alaska Department of Education and Early Development 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

4. July 2007Alaska Department of Education and Early Development 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

5. July 2007Alaska Department of Education and Early Development 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

6. July 2007Alaska Department of Education and Early Development 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

7. July 2007Alaska Department of Education and Early Development RTI Guiding Questions 1. Is the core program sufficient? 2. If the core program is not sufficient, why isnt it? 3. How will needs identified in the core be addressed? 4. How will the effectiveness and efficiency of the core be monitored over time? 5. Have improvements to the core been effective? 6. For which students is the core program sufficient or not sufficient and why? Dave Tilly, Alaska EED Winter Conference, 2007

8. July 2007Alaska Department of Education and Early Development 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

9. July 2007Alaska Department of Education and Early Development Collaborative Meetings

10. July 2007Alaska Department of Education and Early Development Teacher Collaboration Collaborate – to work jointly with others especially in an intellectual endeavor. (Websters Seventh New Collegiate Dictionary)

11. July 2007Alaska Department of Education and Early Development 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

12. July 2007Alaska Department of Education and Early Development 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

13. July 2007Alaska Department of Education and Early Development Collaborating with AIMSweb Data

14. July 2007Alaska Department of Education and Early Development Post-it Note Placement - Fall Core (Benchmark) StrategicIntensive Jessica Danielle Angel Arthur Sam Karl Mark Agatha Robert Angie Ian

15. July 2007Alaska Department of Education and Early Development 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

16. July 2007Alaska Department of Education and Early Development 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

17. July 2007Alaska Department of Education and Early Development 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

18. July 2007Alaska Department of Education and Early Development 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

19. July 2007Alaska Department of Education and Early Development 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

20. July 2007Alaska Department of Education and Early Development 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

21. July 2007Alaska Department of Education and Early Development Post-it Note Placement - Winter Core (Benchmark) StrategicIntensive Jessica Danielle Angel Arthur Sam Karl Mark Agatha Robert Angie Ian

22. July 2007Alaska Department of Education and Early Development 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

23. July 2007Alaska Department of Education and Early Development 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

24. July 2007Alaska Department of Education and Early Development 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

25. July 2007Alaska Department of Education and Early Development 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

26. July 2007Alaska Department of Education and Early Development Progress Monitoring Scientifically based practice used to assess students academic performance Evaluates the effectiveness of instruction Students level of performance is determined and goals identified Students 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

27. July 2007Alaska Department of Education and Early Development Things to help the process Butte (Mat-Su) reading program sample Know available resources at your site and within the district Flexible scheduling

28. July 2007Alaska Department of Education and Early Development School Reading Program Sample 3 rd 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

29. July 2007Alaska Department of Education and Early Development School Reading Program Sample - 3rd Grade

30. July 2007Alaska Department of Education and Early Development 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

31. July 2007Alaska Department of Education and Early Development 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!