1. Using Differentiation to Provide Equity and Access for All Students
Response to Instruction & Intervention (RtI2) Scotts Valley Presentation
Using Differentiation to Provide Equity and Access for All Students
Introduce self, give background, not expert, coming at it from perspective of teacher or principal (what would I want to know). Introduce team.
Have participants introduce selves and give one sentence describing why they are there.
How day fits with differentiation… identifying gaps and meeting those needs.
Learning Objectives for the day (refer to chart)

2. Agenda/Outcomes for Today
Introduction and Overview of RtI2
The Connection between RtI and PLCs
RtI and your core program
Your data and RtI
LUNCH
Site Based Implementation Activity

3. Our Beliefs
RtI2 is not a program, but a process and framework for consolidating and using your existing resources wisely
RtI2 is designed to assure high levels of learning for all students
Slide 2 -Point out some misconceptions around RTI being a program or magic bullet.
Slide 2 - Designed to assure that ALL students are successfully, with the majority having their needs met in your CORE program. To stop the over identification of Special Ed students.

4. For all students to learn, we must:
Start with a highly effective research-based core instruction
Systematically identify students who are not succeeding in our core program
Provide additional time and support to struggling students
RTI a way of utilizing the resources you have more effectively. Does not require the purchase of expensive testing materials or interventions

5. K-W-L Chart (L is for Later)
What do you Know now about RtI2?
What do you Want to know more about when it comes to RtI2?
Go back to chart and add more info. Based on Say Something activity and video.

6. RtI: A Definition
Response to Intervention (RtI) is the practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction (differentiation) or goals and applying student response data to important educational decisions.
RtI should be applied to decisions in general, remedial and special education, creating a well integrated system of instruction/intervention guided by student outcome data. Source: School Level NASDSE Blueprint
Slide 12 – RtI defined (choose participant to read) …underline or highlight the key vocabulary.

7. Response to Intervention What Is It? Why Do It? Is It Worth It?
“Say Something*” Activity
Paired Reading Strategy
Thinking-Out-Loud & Attentive Listening
Individual & Shared Understanding
* ‘something’ might be a question, a brief statement, a key point, an interesting idea, or a personal connection
Introduce Article… By David Tilly, member of the national organization called RtI Action Network… in plain language…
Introduce “Say Something” Activity as a paired reading strategy for constructing meaning from text-based information
Have everyone read the introduction then model a few succinct “Say Somethings”, have participants say something about the introduction to practice
Identify stopping points throughout the article and reinforce the brief nature of “Say Somethings” no response from the other partner is needed, just adding their “Say Something” is enough
Display a 15 min. timer and have participants complete the paired reading activity

8. A Tiered Approach…

9. Animate each note on the side with a pop-up bubble…
Handout the book at this point.
Slide 13 – The Pyramid for Intervention (refer to book) Important to note 80% needs met in core. Some Pyramids cut in two – behavior on one side/academics on other.

10. Progress Monitoring happens at each tier!
IEPs & Marathon Meetings
SSTs, & Marathon Meetings
Progress Monitoring happens at each tier!
PBIS:
Family Support Teams
PLCs/Data Teams, Grade Level/Dept. Teams, & Marathon Meetings
Slide 19 – Progress monitoring can happen in some form at each stage. Tier 1 is usually formative and benchmark assessment, Tier 2 is usually group diagnostic assessment, Tier 3 is usually individual diagnostic assessment

11. Both are Systems Changes
Over the past decade, two proven processes have been developed to achieve this goal:
PLCs
RtI
Both are Systems Changes
Slide 4 - Does require processes be in place for monitoring student progress, indentifying gaps, closing them with effective research based instruction and interventions.
Slide 4 - This is where the PLC (Data Team, COI, Action Research, SST) process meets the RtI process!!
WHAT DO YOU ALREADY KNOW ABOUT PLCS or DATA TEAMS??? HOW ARE YOU CURRENTLY USING STUDENT WORK/OUTCOMES TO DRIVE INSTRUCTION?

12. The Three Big Ideas of a PLC
1. Focus on learning
2. Build a collaborative culture
3. Focus on results
Slide 16 - Reinforce that RtI cannot be implemented effectively without a system for frequently assessing and collaborating around data / evidence in order to meet students’ individual needs.
Slide 16 - Also point out the need for essential standards and benchmark assessments as a beginning point for knowing whether students are achieving at grade level beyond the CST.

13. Problem Solving Process (COI)
Define the problem
Where are our gaps?
Analyze the problem
Why is it happening?
Develop a Plan
What shall we do about it?
Evaluate
Did our plan work?
Slide 15 - Point out elements of PLC/COI and how it can be found/used at various stages, even in an IEP process to some extent.

14. The RtI2 – PLC Link Marathon Meetings
Strengths, concerns, interventions, desired outcome, action plan, time-line, follow up, meet 3 times a year
(Team can consist of Teacher, Psych, Speech Therapist, Admin, Counselor, other Resource Teachers)
Work on this slide… maybe make a slide just for Marathon mtgs. Then a slide for climate/culture.
Slide 18 – (point out examples of Marathon Meeting in Resource pack or Snap Shot) Explain that this is another COI meant to identify gaps, intervene, and track progress. Discuss on they work and that they can occur at all stages of the pyramid.

15. In a PLC, Collaborative Teams Focus on Three Key Questions
1. What do we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they have/haven’t learn?
Slide 20 – Focus questions for any PLC, etc.

16. The RtI2 – PLC Link Think Pair Share
Chart out notes from Think, Pair, Share…
Purpose of this activity - Identify some of your take aways today around why a PLC type process must exist in order for progress monitoring to be used effectively to drive instruction for ALL students to succeed, especially in your CORE program?
How do you see RtI connecting to the need for differentiation?

17. Improving you Core Program Big Ideas
Use academic and behavioral data to inform decisions.
Increase the intensity of the program for struggling students.
Use research-based, scientifically validated instructional procedures (INSTRUCTION – how to teach).
Use research-based, scientifically validated curriculum (INTERVENTIONS – what to teach) and materials.
Source – Anita Archer, Response to Intervention, The Big Picture.
ONCE YOU HAVE USED THE DATA OR STUDENT WORK TO IDENTIFY GAPS, THEN WHAT??
WALK TO LEARN ONE STRATEGY
MANY MORE – SHOW SPIRAL BOUND IDEAS
NEXT FEW SLIDES with resources from Anita Archer do a nice job of capturing what we need to do to make sure that 80% of our students are successful in our core program.

18. #1 Use academic and behavioral data to inform decisions.
Screening
Diagnostic
Specific measures of:
Decoding
Encoding
Fluency
Comprehension
Program specific placement tests
Progress Monitoring
Curriculum-based assessment measures (DIBELS, AIMSweb, MAP)
Program specific assessments
Tier 1 – Progress monitoring three times a year (benchmarks)
Tier 2 – Frequent progress monitoring at least once a month (text, teacher made)
Tier 3 – More frequent progress monitoring
Source – Anita Archer, Response to Intervention, The Big Picture

19. #2 Increase the intensity of the program for struggling students.
Increase time spent on targeted areas.
Reduce group size.
Source – Anita Archer, Response to Intervention, The Big Picture

20. #2 Increase the intensity of the program for struggling students
Reduce group size.
Example: Elementary
Idea A: Establish different 90 minute reading blocks for k-1, 2-3, When students are not in reading blocks, they can be “pulled out” for Tier 2 and Tier 3 interventions.
Idea B: Establish 90 minute reading blocks and an additional grade-level 20 – 40 minute intervention period. All students go to a class for specialized instruction including intervention.
Idea C: Extend the 90 minute reading block to 120 – 150 minutes and provide intervention with the classroom
Source – Anita Archer, Response to Intervention, The Big Picture
Stress importance of frequent regrouping/slippery slope with tracking!!!

21. # 3 Use research-based, scientifically validated instructional procedures (how to teach).
Explicit instruction
Relentless
Engaging Delivery
(Take a minute to discuss with a partner, what each of these looks like in a classroom.)
Source – Anita Archer, Response to Intervention, The Big Picture

22. # 3 Use research-based, scientifically validated instructional procedures (how to teach).
Explicit Instruction
Instruction is direct versus indirect (discovery).
Instructional languages, explanations, and directives are clear and unambiguous.
Instructional routines are used again and again.
Source – Anita Archer, Response to Intervention, The Big Picture
Discovery okay for kids that come to school with many skills in place, not so much so for kids that come unprepared
Routines – inconsistent application BIGGEST downfall of any program, etc…

23. # 3 Use research-based, scientifically validated instructional procedures (how to teach).
Explicit Instruction of Skills/Strategies
Model I do it. My turn.
Prompt We do it. Let’s do this together.
Check You do it. Your turn.
( GRR – Gradual Release of Responsibility )
Source – Anita Archer, Response to Intervention, The Big Picture

24. # 3 Use research-based, scientifically validated instructional procedures (how to teach).
Explicit Instruction of Concepts (vocabulary)
Introduce the word.
Provide a “student-friendly explanation.”
Illustrate with examples.
Check for understanding.
Source – Anita Archer, Response to Intervention, The Big Picture
USE USE USE – VERBALLY and in WRITING

25. # 3 Use research-based, scientifically validated instructional procedures (how to teach).
Relentless
Adequate initial practice opportunities
Distributed review
Cumulative review
Tier 3 students may require 10 – 30 times as many practice opportunities as peers.
Teach to mastery.
Let’s not leave students over exposed and underdeveloped.
Source – Anita Archer, Response to Intervention, The Big Picture
USE USE USE

26. # 3 Use research-based, scientifically validated instructional procedures (how to teach).
Delivery Skills
Require frequent responses.
Monitor student performance carefully.
Provide immediate affirmative and corrective feedback.
Deliver the lesson at a brisk pace.
Source – Anita Archer, Response to Intervention, The Big Picture
IMMEDIATE FEEDBACK = ACCOUNTABILITY – They know you are looking.

27. #4 Use research-based, scientifically validated curriculum (what to teach) and materials.
Focus on the BIG FIVE
Phonemic awareness
Decoding
Fluency
Vocabulary
Comprehension
Source – Anita Archer, Response to Intervention, The Big Picture

28. #4 Use research-based, scientifically validated curriculum (what to teach) and materials.
Example – Elementary
Tier 2 – Supplemental targeted skill interventions
Kindergarten
Phonemic awareness
Letter – sound associations
Beginning decoding
First Grade
First half of year
Decoding single syllable words
Decoding multisyllabic words
High frequency words
Second Grade
Decoding single and multisyllabic words
Encoding
High Frequency Words
Fluency of word reading
Reading connected text accurately and fluently
Source – Anita Archer, Response to Intervention, The Big Picture
Possible ideas for skill groups, double dose, intervention

29. #4 Use research-based, scientifically validated curriculum (what to teach) and materials.
Tier 2 – Supplemental targeted skill interventions
Second and third grade
Decoding single and multisyllabic words
Encoding (spelling) same words
High frequency words
Fluency of word reading
Reading connected text accurately and fluently
Literal comprehension
Comprehension strategies such as story retell, summarization, prediction
Third, fourth, fifth grade
Decoding multisyllabic words
Passage vocabulary
Comprehension strategies such as story grammar (narrative), “getting the gist” or paragraph shrinking (expository), mapping/webbing
Writing summaries
Source – Anita Archer, Response to Intervention, The Big Picture

30. RtI2 and Your Core Program
Think
Pair
Share
Chart out notes from Think, Pair, Share…
Purpose of this activity –
With a partner, share which of these you think you are already doing well, what you might be interested in trying, and/or something new you have learned about RtI2.

31. RtI2… WHAT IT IS WHAT IT IS NOT - David Tilly, 2008
Represents a way of:
Using data to examine the system in relation to most important results.
A panacea!
Structuring thinking so that we don’t miss anything.
A curriculum, an intervention, or a program.
Identifying strategies with a high probability of improving student performance and knowing if they work.
Hoops to jump through.
Common sense into practice – Fullan
(You are your own best experts)
Easier than what came before.
Slides 25 -
Summarize what RTI is and isn’t according to Tilly.
Today was an attempt to show you the processes that must exist (such as PLC, etc) in order for you to Respond to Interventions effectively.
Assist you with beginning the conversations around what structures, interventions, might need to be put in place to meet the needs of ALL students
- David Tilly, 2008

32. What does your data say? Strengths Gaps Next Steps Math Reading
NOW THAT YOU KNOW A LITTLE BIT MORE ABOUT WHAT RTI is and WHAT IT CAN LOOK LIKE – YOUR ADMINISTRATORS ARE GOING TO GIVE YOU A CHANCE TO LOOK AT SOME OF YOUR OWN DATA TO IDENTIFY STRENGTHS/GAPS/ and you will have time now and after lunch to think about your next steps in relationship to RtI what you are currently doing and what you might like to start doing.
Maybe put the questions at the bottom on a new slide
Purpose of this activity…To ensure all students needs are being met, we are going to use a COI process to look at some of your own data (which you may have already seen) to decide whether your perceived reality matches the facts. How are all of your students doing? Who is not being served adequately? How are you currently addressing those gaps?
COI Process – can be as simple as this, often used for benchmark assessments, grade level meetings with admin.

33. Lunch Time

34. RtI2 Visual Synectic Response to Instruction & Intervention is like…
Greek Root -
Syn = bringing together
Greek Root -
ectics = diverse elements
Response to Instruction & Intervention is like…
Participants choose one image and complete the Synectic Sentence Starter on a post-it note
Participants share Synectic Sentences as a group
Each group shares 1-3 Synectic Sentences (Use Inspiration to chart Synectic Sentences)
… because …

35. Core Components – RtI2 Core components to a strong Response to Instruction and Intervention (RtI2).
A cohesive RtI2 process integrates resources from general education, categorical programs and special education into a comprehensive system of core instruction and interventions to benefit every student. The following core components are critical to the full implementation of a strong RtI2 process.
California Department of Education (
I am going to quickly go over the core components of RtI according to our State Dept of Ed. In order to deepen the discussion from this morning, we are going to have to do a group activity with these components after I have gone through them.
Want all of you to get a brief overview, think as I am going through – DO WE DO THIS??

36. #1 High-quality classroom instruction.
Students receive high-quality and culturally relevant, standards-based instruction in their classroom setting by highly qualified teachers.

37. #2 Research-based instruction
The instruction that is provided within the classroom is culturally responsive and has been demonstrated to be effective through scientific research.

38. #3 Universal screening
School staff assess all students to determine students’ needs. Based on the collected data, school staff determine which students require close progress monitoring, differentiated instruction, additional targeted assessment, a specific research based intervention, or acceleration.
Does not have to be expensive screening programs. Whole market out there around this now!!

39. #4 Continuous classroom progress monitoring
Classroom performance of all students is monitored continually within the classroom. In this way, teachers can identify those learners who need more depth and complexity in daily work and those who are not meeting benchmarks or other expected standards and adjust instruction accordingly.

40. #5 Research-based interventions
When monitoring data indicate a lack of progress, an appropriate research-based intervention is implemented. The interventions are designed to increase the intensity of the students’ instructional experience.

41. #6 Progress monitoring during instruction and interventions
School staff use progress monitoring data to determine the effectiveness of the acceleration or intervention and to make any modifications, as needed. Carefully defined data are collected on a frequent basis to provide a cumulative record of the students’ progress, acceleration and/or response to instruction and intervention.

42. #7 Fidelity of program implementation.
Student success in the RtI2 model requires fidelity of implementation in the delivery of content and instructional strategies specific to the learning and/or behavioral needs of the student.
CONSISTENCY CONSISTENCY CONSISTENCY NOT COOKIE CUTTER BUT FIDELITY

43. #8 Staff development and collaboration
All school staff are trained in assessments, data analysis, programs, and research-based instructional practices and strategies. Site grade level or interdisciplinary teams use a collaborative approach to analyze student data and work together in the development, implementation, and monitoring of the intervention process.

44. # 9 Parent involvement
The involvement and active participation of parents at all stages of the instructional and intervention process is essential to improving the educational outcomes of their students. Parents are kept informed of the progress of their students in their native language or other mode of communication, and their input is valued in making appropriate decisions

45. # 10 Specific Learning Disability Determination
The RtI2 approach may be one component of Specific Learning Disability determination as addressed in the Individuals with Disabilities Education Act of 2004 statute and regulations. As part of determining eligibility, the data from the RtI2 process may be used to ensure that a student has received research-based instruction and interventions.

46. Core Components Activity
What is you current reality?
Count off into 7 groups.
Examine and discuss one or two of the key components in depth.
Summarize which of the elements within that component are already in place at their site.
Also discuss which elements your site could target in the future.
Take a gallery walk and add your thoughts to each of the components chart.
Charts will be used for site based decision making around next steps.
Next steps……….. SPEND A DOT to rank/prioritize items in first steps column. Then set short term/long term goals for implementation.

47. A Moral Responsibility
“Our work must be driven by the knowledge that our collaborative efforts will determine the life long success or life-ending failure of our students.”
-Pyramid Response to Intervention
Slide 26 - We have a MORAL responsibility to serve ALL of our students!!! Ending quote

48. Day 1 Evaluation Reflect on Learning
Take them back to the book and provide a daily reflection acitivity (evaluation), and refer to other forms/processes/resources
Show Student Keynote Video