1. Welcome HS & MS RtI Liaisons! Shirley Jirik, Ed.D. SVVSD RtI Coordinator November 7, 2012

2. Purpose To learn from each other and to share ideas about Response to Intervention

3. Survey Says What are your professional development needs around assessment? – Progress Monitoring ranked the highest Lauren Eker on Alpine’s new progress monitoring tool today Blog with progress monitoring tools

4. Survey Says Data Analysis – Data analysis at the problem-solving team level Decision Rules for Progress Monitoring Data Today

5. Survey Says Service Delivery & Scheduling – Delivery Model for Intervention – Scheduling for RtI Brief look at this today Collect more information today

6. Survey Says Support for Problem-Solving Teams – Help with ELL intervention/ data collection District team working on developing some specific tools on this – CDE developed a extensive CLD Toolkit

7. Learning Targets Learn to use the progress monitoring tool in Alpine Achievement Use data analysis strategies to problem- solve next steps for a student in the problem-solving process Learn about delivery models and building schedules that assist in RtI implementation

8. Working Agreement Limit side Conversations & technology distractions Focus on the topic Break time To regain your attention

9. Since last we met… Life has been like what novel or movie?

10. DELIVERY MODELS AND SCHEDULES Learning Target #2

11. Delivery Models Team Teaching/ Co-Teaching Pull out model- student receives intervention instead of core content Double Dip- student receives intervention class and core class Extra Learning Opportunities- During lunch, before or after school

12. 1. Use Elective Periods Motivation for students weighs in here The argument of –“if they can’t read, why are we worried about anything else?” Maybe only miss 1 elective instead of both? National Center for RTI, 2011 Ideas for Scheduling Intervention Classes in Secondary Schools:

13. 2. Add an Additional Class Period Shorten transition periods between classes or shorten the length of the classes so we can gain enough time to offer an intervention period Every teacher needs to be on board because they may have to teach an extra period Students do not miss electives Ideas for Scheduling Intervention Classes in Secondary Schools :

14. 3. Pull Students from Core Classes Shifted students from SS or Sci to do intervention classes Argument is- “They can’t do well in Sci or SS if they can’t read.” Only one of the 12 schools did this but it was extremely successful When they returned from intervention classes to Sci or SS, students did better because they had better skills and were able to get caught up Question—How would you account for grades if a student is out for a period of time during the quarter? Ideas for Scheduling Intervention Classes in Secondary Schools :

15. 4. Provide Extended Learning Time Outside of regular school day Tutoring type of classes Zero hour before school After school Saturday School (2-3 hours) Transportation and staffing are areas to work out Ideas for Scheduling Intervention Classes in Secondary Schools :

16. All scheduling solutions require a lot of thought, communication, and ‘buy-in’ from staff, parents and students. Use progress monitoring data to determine the success of the intervention (ultimately also determines the success of the scheduling change). Most staff emphasized the importance of constantly monitoring what was working and tweaking the schedule as needed to make it work better. Need to be flexible! Focus on Tier 1/core instruction first! Most staff discussed needing to establish schedules that allowed for fluid student movement depending on their needs. ***Big Ideas***

17. SUMMARY OF “TIERED INTERVENTIONS IN HIGH SCHOOLS: USING PRELIMINARY ‘LESSONS LEARNED’ TO GUIDE ONGOING DISCUSSIONS”

18. About HSTII Collaboration among three national technical assistance centers: – National Center on Response to Intervention – National High School Center – Center on Instruction (Special Education Strand) Goal to enhance the understanding of how tiered intervention models are emerging in high schools 18© 2011 NHSC, NCRTI, and COI

19. HSTII Approach Identified high schools implementing tiered interventions, based on recommendations from regional comprehensive centers, regional resource centers, and state education agencies Contacted 51 high schools Interviewed 20 high school administrators Convened technical advisory group Conducted eight site visits 19© 2011 NHSC, NCRTI, and COI

20. Scope and Focus of Tiered Interventions: Observations Across Eight Sites Overarching purpose: Improve student achievement Framework: Three or four tiers of intervention Primary focus: 9th- and 10th-graders, English and/or mathematics Various goals: – Reducing Ds and Fs – Strengthening existing initiative to reduce tardies – Reducing behavior referrals – Increasing graduation rate 20© 2011 NHSC, NCRTI, and COI

21. Ongoing Progress Monitoring 21 Level of instruction MeasureFrequency Primary Ongoing formative assessment Common mathematics assessment Common writing prompts Grades Attendance Daily Monthly Semester/quarter First 20 days of school, quarterly Secondary Teacher-developed algebra CBM Maze passage D/F reports Time-sampling for behavior Every other week Weekly Tertiary Measures embedded in intervention program Behavior tracking sheets Daily Yields data to assess students’ learning and academic performance and to determine whether a specific intervention is effective for a particular student Examples From Site Visits 21© 2011 NHSC, NCRTI, and COI

22. Secondary Prevention: Examples From Site Visits English/language artsAlgebraBehavior Time in intervention 55-minute periods, 5 days a week, 1 semester 40-minute period, 1 day a week during advisory, 1 semester Instructional content Vocabulary, comprehension strategy instruction, fundamentals of writing (organization), study skills Preteaching and reteaching concepts from core curriculum Example: Check and Connect Instructional delivery Large groups divided into small groups/pairs, explicit and systematic instruction, frequent feedback, scaffolding, differentiated instruction Large groups divided into small groups/pairs, explicit and systematic instruction, frequent feedback, progress monitoring to ensure mastery Positive learning environment, posted behavioral expectations, explicit teaching of strategies AssessmentOngoing formative assessment, journal checks (writing samples), CBM (maze passages) Teacher-developed CBM organized around state standards Office discipline referral and grade monitoring for particular students 22© 2011 NHSC, NCRTI, and COI

23. Table Talk Delivery Models and Scheduling – Share with your table group successes and/or challenges your building team has faced with these 2 components – Be prepared to share ideas with the larger group too

24. Stick with it! Re- examine and Revise Make the Change

25. Housekeeping Items Tier 1 Form as a google doc – Copy the form – Strategy for Collecting exemplars Tier 2 Referral Form – Before next meeting google doc Implementation Rubrics – Turn into Shirley Jirik so these data can be collected for future use

26. If you had a 100 pennies to place across these rows, where would you put them? Spend your bucks so the rows should total 100 across Spend a Buck

27. Then Graph It You can ‘spend’ 2 dots on the chart paper graph Where would you spend it?

28. Break Time

29. DATA ANALYSIS AT THE PROBLEM- SOLVING TEAM MEETING Learning Target #3

30. 2 Types of Data Analysis 1.Diagnostic type assessment to help us pinpoint where to intervene 2.Making decisions based on progress monitoring data analysis ***Don’t forget gap analysis!

31. Decision Rules with Progress Monitoring Data The following series of slides comes from AIMSweb progress monitoring training power point. Start Finish! Goal of 115wrc/min Starting at 48 wrc/min

32. Summer 200932 Quiz A brief review of leading research on progress monitoring: Group Question 1. Generally speaking, how many data points are recommended according to Shinn (1989) before considering a decision? Answer 1. Answer 1. 7 – 10

33. Summer 200933 Building Confidence in Decision-Making Variability of the data: a.The “more variable” the data, the larger the error in the slope. The larger the error in the slope, the more data points are needed to gain confidence in the trend/actual progress made. b.The "tighter" the data, the fewer the number of data points potentially needed to be “confident” in the trend developing.

34. Summer 200934 Building Confidence in Decision-Making The direction of the trend: a.If all the data points are below the aimline and going strongly negative, you will not likely need 7-10 data points to confirm "uh-oh!" b.In contrast, if all data points are above the line and in strongly positive direction, the opposite applies—you won’t likely need 10 data points to say, "wow" and increase the ambitiousness of your goal.

35. Summer 200935 Building Confidence in Decision-Making ROI & aimlines are important: Observe data against an “expected rate of progress” or “aimline.” The absence of such makes for increased error. (AIMSweb® automatically displays this data, but other systems may not.) Without aimline or trend linesWith aimline or trend lines

36. Summer 200936 Baseline Data KEY Aimline: Trend line: Corrects: Errors: *All data and identifying information presented are fictitious.

37. Summer 200937 *All data and identifying information presented are fictitious.

38. Summer 200938 *All data and identifying information presented are fictitious. AIMSweb® Progress Monitor provides the new ROI after the entry of three (3) data points.

39. Summer 200939 *All data and identifying information presented are fictitious.

40. Summer 200940 *All data and identifying information presented are fictitious.

41. Summer 200941 *All data and identifying information presented are fictitious.

42. Summer 200942 *All data and identifying information presented are fictitious.

43. Summer 200943 *All data and identifying information presented are fictitious. Teacher referenced research of Shinn (1989), Christ & Silberglitt (2007) and collected eight (8) data points thus far. Is this enough data to evaluate efficacy of instructional program?

44. Summer 200944 *All data and identifying information presented are fictitious. Sample questions to ask when reviewing data: 1.Has instructional program been provided with fidelity? (Has this been observed directly?) 2.Has student attendance been acceptable? 3.Is core instruction also being provided in reading? Or, is student missing core instruction? 4.Does instruction address student skill deficits? 5.What other factors could be impacting student’s performance?

45. Summer 200945 *All data and identifying information presented are fictitious. An “Intervention line” is added on the exact date the new intervention has begun.

46. Summer 200946 *All data and identifying information presented are fictitious. An “Intervention line” is added on the exact date the new intervention has begun.

47. Summer 200947 *All data and identifying information presented are fictitious.

48. Summer 200948 *All data and identifying information presented are fictitious.

49. Summer 200949 *All data and identifying information presented are fictitious.

50. 4 Decision Rules 1.Keep It 2.Change It 3.Intensify it 4.Stop it

51. Did they respond?

55. Feedback #6 on Hattie Top 22 Effect Size=.73 Most powerful when it is Teachers seeking feedback from students about their instruction. I want to seek feedback about my instruction today. Please complete the evaluation provided on the back of your handout. Thank you!!!