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North Penn School District Phase III Update Introduction to Response to Instruction and Intervention (RTII): A Schoolwide Framework for Student Success.

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Presentation on theme: "North Penn School District Phase III Update Introduction to Response to Instruction and Intervention (RTII): A Schoolwide Framework for Student Success."— Presentation transcript:

1 North Penn School District Phase III Update Introduction to Response to Instruction and Intervention (RTII): A Schoolwide Framework for Student Success January 2011

2 What Is Response to Instruction and Intervention?
A comprehensive, multi-tiered regular education intervention strategy to enable early identification and intervention for students at academic or behavioral risk. The goal of RtII is to improve student achievement using research-based intervention matched to the instructional need and level of the student. (PDE, 2008) Response to Instruction and Intervention has also been referred to as a framework, it’s a way of re-organizing what we do to provided targeted instruction to all students. When approved it can also be an alternative to the discrepancy model (our current model) for the identification of students with learning disabilities. But today we’ll be focusing on the multi-tier framework.

3 NP Goals for Implementation
All students achieving at their highest level (NP Strategic Plan) To phase in implementation of RtII in the area of reading in grade K-6 in all 13 elementary school over time To have 100% of our students proficient in reading at the end of 3rd grade To use RtII as a process in identify students with specific learning disabilities Our long-range goal is to have RtII a common practice in all of our elementary schools. Although it is our goal to phase in RtII in all grades over time, in response to our goal to have 100% proficiency in reading by the time our students finish 3rd grade we’ve begun our implementation in grades k through 3.

4 Who is guiding RtII implementation in North Penn?
RtII Research Committee Phase I Schools Amber Molloy – RtII Coach Implementation Leadership Team The movement began with the RtII research committee back in Their recommendation went to K-12 for approval in February Phase I schools were selected to begin training with the Montgomery Co. IU in the spring of 2009. Heather Mann acted as the RtII Coach in the summer of Then Amber Molloy was brought on board in the fall to support the implementation in Phase I and to guide the formation of the North Penn RtII model. The Implementation Leadership Team worked throughout the last year to begin to finalize details of our RtII model.

5 Cycle of Implementation
Reflect, gather feedback, make changes for next phase Implement portions of RtII As you know we’ve been phasing in our implementation of RtII across the district. We’ve built a self- informing model where each phase benefits from the implementation of the phase before them. We’re slowly working through this process so that we get it right. Phase III will benefit of all of the work completed before us. Phase I and II have provide feedback along each step of implementation. Decisions drive the next phase of implementation and ensure the fidelity of the program so that the core components look the same building to building. RtII is connected to ESL, gifted, special ed and Title I/Reading support. The framework allows for us all to come together to address the specific needs of our students. 5 5

6 Key Characteristics of RtII in North Penn
Standards aligned instruction Universal Screening of academics Data-Based decision making Parental Engagement Shared Ownership Tiered Intervention – Differentiated Instruction The PA State Response to Instruction and Intervention Framework has 6 common components, all of which are present in our North Penn Model. We’d like to take a moment to go through them with you. Standards aligned instruction –All elementary students in North Penn have equal access to the same high-quality research-based core instruction. Elementary teachers are utilizing the Trophies materials that exist in our elementary classrooms to provide the standards-aligned instruction to all students. Universal Screenings are a little different from curriculum based assessment. In North Penn we’re using the Dynamic Indicator of Basic Early Literacy Skills (DIBELS). These screenings are quick probes that target basic reading skills. Data-Based Decision Making – Within the RtII framework, teams of teachers work together to analyze student performance. All decisions about kids are based on data and are made together. Parental Engagement – Parents are informed of the process, their student’s needs and successes along the way. We have plans to expand our parent communications to include a parent RtII brochure and to provide parent presentations within individual school buildings and at the district level. Upcoming opportunity for parents – NPSEC Speaker series - Feb 16th 7:00 – 9:00 ESC. Shared Ownership – As RtII reorganizes what we currently do, it also provides the opportunity for all school staff to work together to meet the needs of all students. Students will benefit from the collaborative approach to meeting individual student’s needs. Tiered Intervention the most well-known component of RtII Students are organized into increasingly intense levels of targeted research-based instruction and interventions. RtII is for ALL students. Let’s take a closer look at these levels… 6 6 6

7 Tier I: Foundation / Standards-Aligned Instruction for all students
RtII Framework Tier 3:Intensive Interventions for few students Additional time, support and resources. Continuum of Time, Intensity and Data Increases Percentage of Students Requiring Intensive Supports Decreases Strategic Interventions for Students at Risk of Academic Failure Tier 2: Strategic Interventions for some students Strategic Instruction, Increased Time and Opportunity to Learn You’ll often see RtII in Pennsylvania described with a triangle. RtII in PA uses a three - tiered intervention and service delivery system. The majority of our students are meeting benchmark or grade level expectations in reading. However some students need additional resources and are provided with interventions to close gaps at Tier II and Tier III. Remember we screen all of the students in Basic Literacy Skills. We use the screening data in addition to our current curriculum based assessments to determine specific needs. Once students are grouped they are assigned to a designated teacher for small group instruction. Tier I: Foundation / Standards-Aligned Instruction for all students 7 7 7

8 THE 5 Pillars of Reading Instruction
(Foundational Skills in Reading Development) Assessment Tools Phonemic Awareness DIBELS Initial Sound Fluency ISF DIBELS Phoneme Segmentation PSF NP Phonemic Awareness Assessment Alphabetic Principle (Phonics) DIBELS Nonsense Word Fluency NWF NP Letter Knowledge Assessment NP Benchmark Running Records Fluency DIBELS Oral Reading Fluency ORF Vocabulary NP Benchmark Running Records - Retelling NP Holistic Common Assessment Comprehension Let’s start by talking a bit about the data analysis that occurs under RtII. This chart shows how our current assessments (in K-3) align to the 5 Pillars of Reading Instruction. Data Analysis will involve the discussion of all data points that are available.

9 North Penn’s Universal Screener
DIBELS DIBELS Benchmarks (Reading K-2) Phonemic Awareness Phonics Fluency DIBELS Benchmarks (Reading 3) Oral Reading Fluency DIBELS will be used as our Universal Screener because of the research behind the validity of its sub-tests to be used as a predictor of success. Remember that these are one-minute probes and are not meant to be a diagnostic assessment. DIBELS research has been able to establish benchmarks for each sub-test. (next slide)

10 These benchmarks become our targets and are highlighted during our data analysis meetings.
(Remember the bright green florescent paper?) 10 10

11 Pottstown School District
Welcome, lkolka. Logout                                                                                                                   Our DIBELS data will be inputted into the DIBELS data system. We will receive training on this system after we DIBEL in Febraury. This system will complete data analysis on our results. This is an example of a grade level’s results in ORF. As we move through our data-analysis training with Amber, we will receive more information on these reports and how to interpret the results. Keep in mind that the DIBELS data system will: Assists in identifying grade-wide deficits in curriculum and instruction. Provides a baseline for grade-wide goal setting. Identifies students at risk of academic or behavioral difficulties 11 11

12 Tier I: Foundation / Standards-Aligned Instruction for all students
RtII Framework Tier 3:Intensive Interventions for few students Additional time, support and resources. Continuum of Time, Intensity and Data Increases Percentage of Students Requiring Intensive Supports Decreases Strategic Interventions for Students at Risk of Academic Failure Tier 2: Strategic Interventions for some students Strategic Instruction, Increased Time and Opportunity to Learn During our data analysis discussions we will identify students’ specific needs and place them into targeted tier groups. Let’s go back and talk a little bit more about the tiers / levels of support. Tier I: Foundation / Standards-Aligned Instruction for all students 12 12 12

13 TIER 1: Standards Aligned Instruction
Core Reading Instruction implemented with fidelity for all students STAR time is reinforcement or enrichment Classroom-Based Assessments and formative assessments are used to determine if students are progressing Starting with an example from a 1st grade Tier I group … Remember Tier I is for the majority of our students. One student at this level could be… a 7 year old girl who has Met the DIBELS benchmark for early literacy skills AND is performing proficient or advanced on classroom assessments Yet teachers have been able to determine that she still exhibits a need in higher level analysis of text Will work with a small group of students with similar need to build skills necessary to expand comprehension skills This is actually considered an extension or enrichment activity for this student. These skills will extend what she’s been taught from the core curriculum. She’s receiving instruction based on her needs.

14 TIER 2: STRATEGIC Interventions:
Small group instruction with material that increases time and intensity of instruction for students Core and supplemental materials Instruction by designated educators according to student needs Now Let’s talk about a student placed into a Tier II group in 1st grade … Remember Strategic Intervention is for a small number of our students. These students are at some risk for academic failure. These students will be progressed monitored every two weeks. Targeted instruction will supplement, enhance and support CORE instruction. Example: A student at this level could be… a boy who Did not meet the targeted DIBLES benchmark in phonics/ performing basic or proficient on classroom assessments The team identified his primary source of difficulty to be phonics He will work with a small group of students with similar need to build phonics skills. Teacher will use standard protocol lesson embedding additional resources found within Trophies curriculum resources AND use the Trophies intervention materials to increase intensity and frequency of phonics instruction 4 times a week for 30 minutes each day

15 TIER 3: INTENSIVE Interventions
Smaller group size / more time on task Instruction with material that increases time and intensity of instruction for students Increased direct instruction Instruction by designated educators according to student needs Tier III – These students are at-risk for academic failure. They will be progressed monitored more frequently (once a week). EXAMPLE: a student placed into a Tier III group in 1st grade could be a boy who… Didn’t meet the targeted DIBELS benchmark in phonemic awareness/ performing basic or below basic on classroom assessments Specific root cause of reading difficulty is identified as phonemic awareness Will work with a smaller group of students with similar need to build phonemic awareness skills. This student will likely work with a reading specialists or special education teacher. Teacher will use additional resources found within curriculum, the Trophies intervention materials or may also utilize supplemental materials that are found in our special education classrooms again to increase intensity and frequency of phonemic awareness instruction 4 times a week for 30 minutes each day. All Tiers are targeted small group instruction. Keep in mind that this is all in addition to the allocated core language arts instruction that is provided every day, in every classroom.

16 STAR Time Under the RtII model in North Penn, what is currently our “I/E time”, 20/30-minutes, will be devoted to “STAR time.” “Strategic Teaching And Reinforcing” Here’s where all of this tiered instruction will fit! Shared ownership and decisions about students driven by results are the backbone of RTII. The strategic teaching that will occur during STAR time will be determined during our data analysis meetings.

17 Is Tier Placement a Life Sentence?
Discuss how RtII is a framework that supports on-going discussion of student progress. Students are able to move fluidly from group to group or tier to tier based on their performance. All decisions are based on data.

18 All Students in Core Curriculum
Fall Universal Screener / NP Benchmark assessments Student Score = BENCHMARK Student Score = STRATEGIC Student Score = INTENSIVE TIER 1 CORE Extension Progress monitoring 3x/year TIER 2 Intervention Progress Monitoring every 2 wks TIER 3 Intervention Progress Monitoring weekly Here’s an example of the model. All students receive research-based CORE instruction in language arts. All students are administered the Universal Screening (DIBELS) and the NP Common language arts assessments. Then the Data Analysis meeting occurs. During this meeting it will be determined, based on the data, if the student is in need of Tier 1, Tier 2, or Tier 3 support. Then process repeats for the winter data collection period. At that point, additional progress monitoring data will also be reviewed. Winter Universal Screener Data Analysis Meeting and the process repeats – Consistently reflecting on the data to make decisions about students. 18

19 within the RtII framework?
What’s the purpose of Progress Monitoring within the RtII framework? We need to know week to week how our most at-risk students are performing. Progress monitoring tools are designed to be sensitive to the smallest amount of growth. Progress Monitoring data: Provides on-going indication of instructional effectiveness Drives decisions regarding changes in instructional programs Provides data for level of responsiveness to intervention

20 Data Analysis Teams Teams of like teachers working together to…
Access critical data Analyze data Set measurable goals Identify research-based instructional strategies We’ll have a core data team who will meet to: Access critical data on all students’ performance related to achievement of standards (DIBELS – NP Common Assessments) Complete preliminary data analysis to: Establish grade-level CORE instructional goals find which students have which gaps in attainments Set measurable goals to close the gap Then this core data team will meet with grade-level teams to: Share data (DIBELS – NP Common Assessments) Guide data analysis Come to a consensus on: grade-level CORE instructional goals student tier groups Set measurable goals for the grade-level and student groups Determine research-based interventions and progress monitoring tools

21 RtII in Review This video is a description of the Response-to-Intervention (RTI) process as implemented through Project MP3: Monitoring Progress of Pennsylvania Pupils, a project funded by the U.S. Department of Education. The video was produced by the Center for Promoting Research to Practice at Lehigh University, Bethlehem PA, in collaboration with the Pennsylvania Training and Technical Assistance Network. The RTI model illustrated is being implemented in our project and in the state of Pennsylvania. Classrooms are from Overlook Elementary an RtII pilot school in Abington School District

22 Planning for RtII Completed DIBELS training – Fall 2010
Administer DIBELS –K-3 Jan.31st – Feb 11th DIBELS Data System Training Administer DIBELS – K-3 April 2010 Data Team Training- Strengthening Core Instruction Grade-Level Data Team Training/Meetings - Strengthening Core Instruction Tiered Instruction in grades K-3 starting in Fall 2011!

23 Why RtII? We’ve covered the definition of RtII, what it will look like in our school and our plans for implementation here at _________. But the primary reason “why we’re talking about RtII”? is… Because it’s good for kids… the additional time in our schedule has afforded us the opportunity to meet the targeted needs of our students. With our plan for data based decision making and shared ownership under the RtII framework we will continue to be able to better meet the needs of our students and we will succeed in our goals of RtII implementation. 23 23

24 Bring your RtII Questions to…
Your RTI Implementation Team [enter names / pictures of your team here] You may add a slide highlighting ALL of the member of YOUR RtII Building Team. (This team has the responsibility to support your staff by building their knowledge of the RtII framework.) Having a foundational knowledge of RtII is essential as we move forward and grow our RtII model. Just a note from me… Your RtII Team is vital to your school’s success. I appreciate you dedicating 3 days to learning and building your own understanding of the RtII framework and I look forward to continuing the RtII journey by your side! ~Amber 

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