Elementary Response to Instruction and Intervention Cohort 2, Year 1 Bethann M. McCain, RtII Consultant

The Paseo Used for getting to know each other The Anticipation guide – Using the anticipation guide, please read and mark the comments as true/false or agree/disagree – We will return to this guide later

Sad, but True Statistics Between 95-98% of students should be able to read by the end of first grade; however: Many do not Reading in first grade is different than reading in secondary In Pennsylvania about 22% of 9 th graders fail to graduate from high school in 4 years – About half of those who drop out can be predicted by 6 th grade – Additional 9 th grade indicators include: Failing core subjects Poor attendance Poor behavior 1/3 do not graduate; 1/3 cannot have a job to sustain their life

Supports for Pennsylvania Educators

Components of the Resiliency Framework HIGH EXPECTATIONS MEANINGFUL STUDENT ENGAGEMENT SKILLS FOR LIFE CLEAR & CONSISTENT BOUNDARIES UNCONDITIONAL SUPPORT CONNECTIVENESS & BONDING Clear & Consistent Boundaries High Expectations Meaningful Student Engagement Connectiveness & Bonding Skills for Life Unconditional Support Strong Results for Students

“A child’s potential cannot be limited by the teacher’s expectations.” High Expectations *Guiding Questions Document*

3 things you learned 2 things you will work on 1 thing that you still question

Standards Aligned System Clear, high standards that establish what all students need to know and be able to accomplish. Fair assessments aligned to the standards. A framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level. Aligned instruction--aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance. Materials that address the standards. A safety net/intervention system that insures all students meet standards.

Activity-DR/TA Purpose: Confirming known information Reviewing and adding to schema Uses: Before, During and After Lessons Benefits: Continuing to build on knowledge Quick Write: – DR/TA What do you know about RtII? What do you want to know about RtII? Discuss responses with a colleague, add additional responses as applicable

Break Share your findings with someone else Take a break

Core Characteristics of RtII Word Sort Strategy Purpose: Activate prior knowledge Uses: – Content area vocabulary – Content area concepts Benefits – Multi-sensory; can be manipulated – Discussion starter – Supports struggling readers and writers

What is RtII Early Intervention Strategy The goal is to improve student achievement using research-based interventions matched to the instructional need and level of the student. RtII is NOT a program. It is an instructional framework.

Core Characteristics of RtII Standards aligned instruction in a research-based core Universal screening Shared ownership of all students Data-based decision making – Progress monitoring – Benchmark and Outcome Assessment Tiered intervention and service delivery – Research-based interventions – Flexible grouping – Fidelity of Implementation Parental engagement

Core Characteristics of RtII Standards-aligned instruction: All students receive high quality research-based instruction in the standards aligned general education core curriculum. Differentiated core program instruction should meet the needs of 80% of students. 14

How many standards are there? What are they?

STANDARDS 13

Reading, Writing, Speaking, and Listening (Alternate Standards) 1

Mathematics (Alternate Standards) 2

Science and Technology 3

Environment and Ecology 4

Civics and Government 5

Economics 6

History 7

Geography 8

Arts & Humanities 9

Health, Safety and Physical Education 10

Family and Consumer Sciences 11

World Languages (proposed) 12

Career Education and Work 13

Core Characteristics of RtII Data-Based Decision-Making: Student performance data is analyzed to guide school decisions on instructional changes, choices of interventions, and appropriate rates of progress There are 4 types of assessments for all contents: – Formative – Summative – Benchmark – Diagnostic 30

Types of Assessments Formative – Often called “minute-by-minute” assessments Summative – Also called outcome-based assessment – The Autopsy Benchmark – Quick screening tools to determine growth Diagnostic – As the name states, used to “diagnose” issues

Assessment Activity Complete the Assessment Map. Discuss your results with a colleague from the same or similar content. What do we notice from looking at the outcome of this activity?

Core Characteristics of RtII Shared Ownership of All Students: All staff (general education teachers, special education teachers, Title I, ESL teachers) assume an active role in students’ assessment and instruction in the standards-aligned system. – All staff, including interventionists, assist with core instruction. – Core instructors provide the first line of intervention

Lunch and Networking

35

Core Characteristics of RtII Tiered Intervention: Students receive increasingly intense levels of targeted scientifically, research-based interventions dependent on student needs. 36

Tier 1 Tier 2 Tier 3

Tier I  Universal Classroom Interventions  Standards Aligned instruction for all students  Grade Level Skills  Heterogenous Grouping  Benchmark Assessments  75-80% of students should be successful with Tier 1 instruction  Core Consistentcy

Tier 2  10-20% of students  Rapid Response  Strategic Support  Flexible grouping  Small (1:6) groups  Systematic Explicit Instruction  Reinforcement of grade-level skills not mastered, or below grade level skills not mastered  Can be done as component to 90-minute Reading Block

Tier 3  5-10% of Students  Intensive  1:1 to 1:3 Ratio  Very Systematic and Explicit Instruction  Additional Time beyond reading block

What does tiered intervention “look like” in your building?

Core Characteristics of RtII Parental Engagement: Parents are informed of their child's needs, interventions, intervention schedule, progress and their right to request a special education evaluation at any time.

RtII: What it’s Not! RtII is not a(n)… – pre-referral system – individual teacher – classroom – special education program – an added period of reading instruction – a separate, stand alone initiative 43

Before we go any further… Review your learnings from today. – Add to your DR/TA – Review and revise your anticipation guide What is my role? What are potential barriers to implementing RtII within your building? Be ready to report out and be honest so we can address these concerns specifically throughout the year.

Book Study Pyramid Response to Intervention Purpose – To develop professional learning communities Read the preface and epilogue – Whole group discussion Assignment for next session: – Read Chapters 1 through 3, be prepared to discuss with someone outside of your district – I encourage you, if you are able, to develop a study group with your building teams, to discuss prior to November 18 th.

Believe Walk the Talk