1. Pyramid Response to Intervention Day 1

2. Pyramid Response to Intervention Capistrano Unified School District

3. Pyramid Response to Intervention Cynicism…

4. Pyramid Response to Intervention Workshop Outcomes Learn the essential elements of RTI. Understand how PLC practices create the foundation needed to successfully implement RTI. Align your site interventions to the characteristics of highly effective interventions. (Learning CPR) Create a pyramid of interventions aligned to RTI. Leave with a realistic plan of first steps.

5. Pyramid Response to Intervention Day 1 Overview Welcome, norms, and critical friends Why create a PRTI? (The Perfect Storm) What is RTI? Break Building the foundation: PLCs and RTI Lunch Learning CPR: What makes an effective intervention? Why a pyramid? Creating a tiered-approach to interventions Starting PRTI: Targeting interventions

6. Pyramid Response to Intervention Workshop Norms

7. Pyramid Response to Intervention “When all is said and done, the norms of a group help determine whether it functions as a high-performing team or becomes simply a loose collection of people working together.” —Goleman

8. Pyramid Response to Intervention Workshop Norms Start on time and end on time. Be here (cell phones, texts, and email). Ask questions. Be honest and respectful. Focus on what we can do. Dare to dream BIG.

9. Pyramid Response to Intervention Workshop Design I am not going to provide answers. I am going to ask the right questions!

10. Pyramid Response to Intervention Who Are You?

11. Pyramid Response to Intervention Team Time and Making Critical Friends Name, location, school demographics, progress towards PLC implementation Why did you come?

12. Pyramid Response to Intervention Essential Questions What is our mission? Why create a PRTI?

13. Pyramid Response to Intervention O ur mission is not to Meet mandates. Raise test scores.

14. Pyramid Response to Intervention To assure high levels of learning for all students! Our Mission

15. Pyramid Response to Intervention Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe. Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.

16. Pyramid Response to Intervention Today, a child who graduates from school with a mastery of essential skills and knowledge is prepared to compete in the global marketplace, with numerous paths of opportunity available to lead a successful life. Yet, for students who fail in our educational system, the reality is that there are virtually no paths of opportunity.

17. Pyramid Response to Intervention Likely Pathways for Struggling Students 1. Poverty 2. Welfare 3. Incarceration 4. Death

18. Pyramid Response to Intervention D ropouts on average earn about $12,000 per year, nearly 50% less than those who have a high school diploma. They are 50% less likely to have a job that offers a pension plan or health insurance. They are more likely to experience health problems. — Rouse & Muenning (2005) (www.centerforpubliceducation.org) Poverty

19. Pyramid Response to Intervention A ccording to a U.S. government report, The State of Literacy in America, over 90 million U.S. adults, nearly one out of two, are functionally illiterate or near illiterate, without the minimum skills required in a modern society. —Larry Roberts, Illiteracy on the Rise in America (www.wsws.org) Poverty

20. Pyramid Response to Intervention Welfare 75% of those claiming welfare are functionally illiterate. (www.covinaliteracy.org/facts.htm)www.covinaliteracy.org/facts.htm

21. Pyramid Response to Intervention Incarceration Across the United States, 82% of prison inmates are dropouts. — Ysseldyke, Algozzine, & Thurlow (1992) (findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)

22. Pyramid Response to Intervention Incarceration A ccording to the report, Literacy Behind Prison Walls, 70% of all prison inmates are functionally illiterate or read below a 4th- grade level. (www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf)

23. Pyramid Response to Intervention Incarceration 85% of juvenile offenders have reading problems. (www.literacybuffalo)

24. Pyramid Response to Intervention Youth in correctional facilities Average age: 15 Average reading level: 4th grade (30% below this level) (www.edjj.org) Incarceration

25. Pyramid Response to Intervention The incidence of learning disabilities among the general population based on U.S. Department of Education and local service providers is around 5%. This is in sharp contrast with the number of students with learning disabilities in the criminal justice system, estimated to be as high as 50%. —Bell (1990) (findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4) Incarceration and Special Education

26. Pyramid Response to Intervention Only 57% of youth with disabilities graduated from high school in the 2001–02 school year, according to the U.S. Department of Education (2002). ( www.ncset.org/publications/viewdesc.asp?id=3135) Incarceration and Special Education

27. Pyramid Response to Intervention One study conducted by a University of California, Berkeley, economist found that a 10% increase in the graduation rate would likely reduce the murder and assault arrest rates by about 20%. — Moretti (2005) (www.centerforpubliceducation.org) Social Costs

28. Pyramid Response to Intervention “The effects of educational failure are going to get worse if we don’t prepare all students to be competitive in the global marketplace.” —The Perfect Storm Cold, Hard Facts

29. Pyramid Response to Intervention Is a high school diploma enough for our current students to be competitive in the global marketplace?

30. Pyramid Response to Intervention “The high school diploma has become the ticket to nowhere.” — James Waller, Face to Face: The Changing State of Racism Across America

31. Pyramid Response to Intervention Today, our economy is not based on agriculture and industry, but information and services.

32. Pyramid Response to Intervention In 1870, half of the U.S. population was employed in agriculture. As of 2006, less than 1% of the population is directly employed in agriculture. Agricultural Jobs in America

33. Pyramid Response to Intervention 1950: 34% 2002: 13% U.S. Manufacturing Jobs —USA Today (www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm)

34. Pyramid Response to Intervention 2006 College Graduates U.S.: 1.3 million India: 3.1 million China: 3.3 million

35. Pyramid Response to Intervention To assure high levels of learning for all students! Our Mission

36. Pyramid Response to Intervention What do we mean by high levels of learning? High School + Plus

37. Pyramid Response to Intervention Our traditional U.S. school system was not designed to ensure that all students learn at high levels! Our Dilemma

38. Pyramid Response to Intervention Professional isolation existed (one-room schoolhouse). Failure was OK. Few students went to college (10 – 15%). Our job was to sort students (bell curve). Characteristics of Our Traditional U.S. School System

39. Pyramid Response to Intervention If our mission is high levels of learning for all students, the question is: Is it possible?

40. Pyramid Response to Intervention Schools Do Make a Difference Effective schools research of Ron Edmonds, Lawrence Lezotte, Wilbur Brookover, Michael Rutter, and others concluded that: All children can learn! Schools control the factors assuring that students master the core of the curriculum.

41. Pyramid Response to Intervention Schools Do Make a Difference “An analysis of research conducted over a 35-year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.” — Robert Marzano, What Works in Schools (2003)

42. Pyramid Response to Intervention Schools Do Make a Difference 90 ─ 90 ─ 90 Schools — Douglas Reeves

43. Pyramid Response to Intervention "We embrace explicitly the proposition that effective practice and popular practice are very likely two different things." — Douglas Reeves

44. Pyramid Response to Intervention Some refuse to “change course”

45. Pyramid Response to Intervention 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 these students additional time and support until they learned.

46. Pyramid Response to Intervention Over the past decade, two proven processes have been developed to achieve this goal: 1. Pyramid of Interventions

47. Pyramid Response to Intervention Over the past decade, two proven processes have been developed to achieve this goal: 1. Pyramid of Interventions 2. Response to Intervention

48. Pyramid Response to Intervention Pyramid of InterventionsResponse to Intervention Pyramid Response to Intervention

49. Essential Question Why create a PRTI? It is our moral responsibility!

50. Pyramid Response to Intervention Respond to the research. Team Time

51. Pyramid Response to Intervention Why Adopt an RTI Model?

52. Pyramid Response to Intervention To achieve our mission, it is not a “regular ed” issue, nor a “special ed” issue. It’s an “ed” issue! Fundamental Assumption

53. Pyramid Response to Intervention Why Adopt an RTI Model? Answering this question requires us to look back into history. – 1975, PL 94-142 Identifying students with handicapping conditions denied access to public education – “Child Find” Procedural safeguards as a major component of identification process

54. Pyramid Response to Intervention Why Adopt an RTI Model? What was not a focus? – Little or no attention was paid to student outcomes, either academic or behavioral. – Students with disabilities were systematically excluded from assessment systems. No systems were developed for assessing these students.

55. Pyramid Response to Intervention Why Adopt an RTI Model? U.S. Department of Education focused upon incidence rates. – The entire focus for 25 years was upon identification and placement, not about effective interventions. – The system failed to ask “how is the student doing?” Many teachers did, but the system was focused elsewhere!

56. Pyramid Response to Intervention Why Adopt an RTI Model? Successful academic outcomes are not achieved by waiting for students to fail but are instead achieved by systematically applying these questions to our work.

57. Pyramid Response to Intervention

62. Why Adopt an RTI Model? Impact on “regular education” – Educators came to understand that when students failed to learn, it was expected (even required) they be referred for special education testing. “Failure to succeed in a general education program meant the student must, therefore, have a disability.” (David P. Prasse, Loyola University)

63. Pyramid Response to Intervention Why Adopt an RTI Model? Impact on “regular education” Special education experienced ballooning enrollments. General education experienced a narrowing of expectations for student performance. – We learned to look elsewhere for assistance.

64. Pyramid Response to Intervention Why Adopt an RTI Model? Reform needed to be systematic (understood by both regular and special education teachers). RTI emerged as a regular education initiative. After 25 years of refer, test, place, something needed to be done.

65. Pyramid Response to Intervention Base Program Supplemental Intensive Supplemental Instruction and Support Identify students with common assessment data, grades, and environment data Base Program For all students Daily best practice Should address the needs of at least 75% of your students Intensive Support For students who have not responded to first two levels Track student progress weekly.

66. Pyramid Response to Intervention Why Adopt an RTI Model? At first glance, response-to-intervention (RTI) is a method to identify learning disabilities. But, RTI could play a much larger role. It has the ability to transform how we educate students—all students. With RTI, students may get the support they need as soon as they show signs that they are having difficulty learning, regardless of whether or not they have a disability” (Council for Exceptional Children, 2007).

67. Pyramid Response to Intervention Why Adopt an RTI Model? Rather than a focus upon identification and placement, we needed a focus upon student outcomes. Meanwhile, among the essential questions of the PLC are: – “How will we know if the students learned?” – “How will we respond if they don’t learn?”

68. Pyramid Response to Intervention Why Adopt an RTI Model? Question leading to RTI Can we hold IEP meetings where the first question posed was not whether a child satisfied criteria for a specific special education category, but instead how well a student has responded to effective interventions?

69. Pyramid Response to Intervention Why Adopt an RTI Model? RTI: An answer to that question! Intended to provide an educational experience to all students that is focused upon delivering a powerful core instructional program and interventions and frequently monitoring the progress of students receiving interventions and then adjusting and changing the interventions as appropriate

70. Pyramid Response to Intervention Why Adopt an RTI Model? Students who need special education are Those who respond to interventions yet require major resources to sustain the progress OR Those who show progress but will not be able to close the gap with their peers, no matter the intensity or frequency of the intervention

71. Pyramid Response to Intervention Why Adopt an RTI Model? Why? Because “Adopting an RTI model is about adopting best practice, insisting that we do what is best and necessary for all students in our schools, and, finally, rising to the challenge of doing that which is socially just. That is why we must adopt an RTI model and implement it with integrity in every school throughout the nation.” —David P. Prasse, Loyola University

72. Pyramid Response to Intervention Why Adopt an RTI Model? Because ─ A child shall not be determined to be a child with a disability…if the determinant factor…is: Lack of appropriate instruction in reading (as defined by NCLB) Lack of appropriate instruction in math Limited English proficiency (34 CFR 300 ─306(b))

73. Pyramid Response to Intervention Myths About RTI Myth 1 The outcome and intent of RTI is identification, and therefore special education remains its own entity that “occurs” subsequent to “trying RTI.”

74. Pyramid Response to Intervention Myths About RTI Myth 2 Tier 3 (or the last tier in a tiered model) is only for special education.

75. Pyramid Response to Intervention Results of a Poorly Implemented PRTI From Upper Darby School District, 106 LRP 60495 (PA SEA 2006) Failure-to-identify claim In RTI, a school district’s defense for failure to refer and evaluate in a timely manner necessarily will involve a defense of the integrity of its RTI process. In the above case, the hearing officer found the district’s RTI system to be inadequate: – “This process falls short of the requirements for a response to intervention determination. Most importantly, the district conducted no intervention, collected no data, and did not examine the student’s response to intervention....”

76. Pyramid Response to Intervention Keys to Implementing RTI RTI is a framework for a system that: – Provides high-quality instruction and intervention matched to student need – Monitors progress frequently to make decisions about change in instruction or goals – Applies student response data for making important educational decisions, including determining special education eligibility — Adapted from National Association of State Directors of Special Education (2005)

77. Pyramid Response to Intervention Keys to Implementing RTI Use teaching methods and interventions that have been shown to work because they are research- based. Track progress of students receiving intervention. Use progress-monitoring data to: – Provide students with even more intensive interventions. – Consider the additional resources of special education.

78. Pyramid Response to Intervention Keys to Implementing RTI Key components – Problem solving and collective responsibility – Quality core instruction – Universal screening and diagnostic assessment – Interventions – Progress monitoring – Intervention efficacy and fidelity

79. Pyramid Response to Intervention Building the Foundation: RTI and PLCs

80. Pyramid Response to Intervention If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, but starting with the roof—without a proper foundation, no structure can stand.

81. Pyramid Response to Intervention Because RTI’s expectation of collective responsibility for learning is a radical departure from the way most schools in our nation have functioned for the past 4 decades, implementing RTI will take both a restructuring of school procedures and a reculturing of a staff’s fundamental assumptions and beliefs.

82. Pyramid Response to Intervention Considering that many schools have developed a strong resistance to change, how does a staff create the conditions necessary to ensure that all students learn?

83. Pyramid Response to Intervention Fundamental Assumption There is conclusive, compelling research stating that being a professional learning community is the most powerful and effective process to systemically change school culture and improve student learning.

84. Pyramid Response to Intervention “There are simple, proven, affordable structures that exist right now and could have a dramatic, widespread impact on schools and achievement—in virtually any school. An astonishing level of agreement has emerged on this point.” —Mike Schmoker (2004)

85. Pyramid Response to Intervention “Throughout our 10-year study, whenever we found an effective school or an effective department within a school, without exception that school or department has been a part of a collaborative professional learning community.” — Milbrey McLaughlin

86. Pyramid Response to Intervention “The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community.” —Milbrey McLaughlin

87. Pyramid Response to Intervention National Association of Elementary School Principals When principals apply NAESP’s six professional standards of instructional leadership they will fulfill their primary responsibility: leading learning communities.

88. Pyramid Response to Intervention “ Breaking Ranks II: Strategies for Leading High School Reform” outlines the need for current high schools to engage in the change process to ensure success for every student. Its first set of recommendations and tools focuses on the development of professional learning communities. National Association of Elementary School Principals

89. Pyramid Response to Intervention Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district. National Staff Development Council

90. Pyramid Response to Intervention In order to take advantage of the broad range of professional knowledge and expertise that resides within a school, teachers are members of professional learning communities. National Board of Professional Teaching Standards

91. Pyramid Response to Intervention The commission recommends that schools be restructured to become genuine learning communities for both students and teachers — organizations that respect learning, honor teaching, and teach for understanding. National Commission of Teaching and America’s Future

92. Pyramid Response to Intervention NEA KEYS Initiative Shared understanding and commitment to high goals Collaborative problem solving Continuous assessment of teaching and learning Personal and professional learning

93. Pyramid Response to Intervention National Council of Teachers of Mathematics National Council of the Teachers of English National Science Teachers Association American Federation of Teachers

94. Pyramid Response to Intervention Roland BarthLawrence W. Lezotte Douglas ReevesJonathon Saphier Mike SchmokerDennis Sparks Michael FullanRichard J. Stiggins Robert J. Marzano On Common Ground

95. Pyramid Response to Intervention Never in our nation’s history has there been greater consensus on what it takes to assure high levels of learning for all kids! The Bottom Line

96. Pyramid Response to Intervention “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it, must finally depend on how we feel about the fact that we haven’t so far.” —Ron Edmonds

97. Pyramid Response to Intervention 1. Focus on learning 2. Collaborative culture 3. Focus on results The Three Big Ideas of Being a PLC

98. Pyramid Response to Intervention Big Idea 1 Focus on Learning

99. Pyramid Response to Intervention We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning. Big Idea 1: Focus on Learning

100. Pyramid Response to Intervention Some don’t develop…

101. Pyramid Response to Intervention Fundamental Assumption To have a mission of learning for all You must believe all students can learn at high levels. You must take responsibility to ensure that all students learn.

102. Pyramid Response to Intervention Restructure vs. Reculture

103. Pyramid Response to Intervention “If you intend to introduce a change that is incompatible with the organization’s culture, you have only three choices: modify the change to be more in line with the existing culture, alter the culture to be in line with the proposed change, or prepare to fail.” — David Salisbury & Daryl Conner

104. Pyramid Response to Intervention A Candid Mission Statement It is our mission to help kids learn if they are conscientious, responsible, attentive, developmentally ready, fluent in English, and come from homes with concerned parents who take an interest in their education.

105. Pyramid Response to Intervention A Candid Mission Statement Our mission is to create a school with an unrelenting focus on learning; failure is not an option. But, ultimately, it will be the responsibility of the student and his or her parents to take advantage of the opportunities for learning.

106. Pyramid Response to Intervention A Candid Mission Statement Our mission is to take credit for the accomplishments of our highest achieving students and to assign blame for low performance to others.

107. Pyramid Response to Intervention A Candid Mission Statement It is our mission to ensure the comfort and convenience of the adults in our organization. In order to promote this mission, we place a higher value on individual autonomy than we do on ensuring that all students learn. We will avoid any change or conversation that might create anxiety or discomfort or infringe on individual autonomy.

108. Pyramid Response to Intervention Creating a PLC Foundation: Current Reality and Steps to Success Discuss your current reality. Activity

109. Pyramid Response to Intervention

110. Does your staff believe all students can learn at high levels? Does your staff accept responsibility to ensure that all students learn? Essential Questions

111. Pyramid Response to Intervention 1. Focus on Learning 2. Collaborative Culture 3. Focus on Results The Three Big Ideas of Being a PLC

112. Pyramid Response to Intervention Why collaborate?

113. Pyramid Response to Intervention “We can achieve our fundamental purpose of high levels of learning for all students only if we work together. We cultivate a collaborative culture through the development of high-performing teams!” —DuFour, DuFour, & Eaker

114. Pyramid Response to Intervention “Improving schools require collaborative cultures…. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.” — Michael Fullan

115. Pyramid Response to Intervention “Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools.” — Eastwood & Lewis

116. Pyramid Response to Intervention Collaborate about what?

117. Pyramid Response to Intervention “Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things, they may end up being powerfully wrong.” —Michael Fullan

118. Pyramid Response to Intervention Collaboration – A Natural Act?

119. Pyramid Response to Intervention 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 don’t? In a PLC, Collaborative Teams Focus on Three Key Questions

120. Pyramid Response to Intervention 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 don’t? In a PLC, Collaborative Teams Focus on Three Key Questions

121. Pyramid Response to Intervention 1.Endurance 2.Leverage 3.Prepare for the next level —Douglas Reeves Criteria for Selecting Essential Standards

122. Pyramid Response to Intervention

123. But we already have state standards….

124. Pyramid Response to Intervention

125. Do you have frequent, collaborative time embedded in your professional day? Have you clearly defined what all students should learn? Essential Questions

126. Pyramid Response to Intervention When making critical decisions about teaching and learning, PLC teams engage in collective inquiry to continually learn about best practices. Teams do not make decisions merely by sharing experiences or averaging opinions, but instead by building shared knowledge through learning together. This collaborative learning enables team members to develop new skills to better meet the learning needs of their students. Collective Inquiry and Shared Knowledge

127. Pyramid Response to Intervention “Ultimately there are two kinds of schools: learning-enriched schools and learning- impoverished schools. I have yet to see a school where the learning curves... of the adults were steep upward and those of the students were not. Teachers and students go hand in hand as learners… or they don’t go at all.” —Roland Barth (2001), p. 23 Collective Inquiry and Shared Knowledge

128. Pyramid Response to Intervention Does your collaboration time impact professional practice? Are learning decisions made after creating shared knowledge?

129. Pyramid Response to Intervention 1. Focus on learning 2. Collaborative culture 3. Focus on results The Three Big Ideas of Being a PLC

130. Pyramid Response to Intervention “We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, schools, and districts seek relevant data and information and use that informa- tion to promote continuous improvement.” —DuFour, DuFour, & Eaker Big Idea 3: Focus on Results

131. Pyramid Response to Intervention To guide our intervention program, common assessment information must tell us 1.Which students did or did not master specific essential standards 2. Which instructional practices did or did not work

132. Pyramid Response to Intervention Big Idea 3: Focus on Results To guide your site interventions, you need timely and frequent information – on your students’ achievement – in meeting an agreed-upon standard(s) – on a valid assessment – in comparison to others —DuFour, DuFour & Eaker

133. Pyramid Response to Intervention School Performance Report Far Below Basic Below BasicBasicProficientAdvanced 0.00% 6.67%13.33%80.00%

134. Pyramid Response to Intervention Classroom Performance Summary Report Student NameNum. Correct Perc. Correct Student 130100% Student 22996% Student 31343% Student 430100% Student 51963% Student 630100% Student 72790% Student 82893% Student 92583% Student 102583% Average:26.287%

135. Pyramid Response to Intervention Classroom Standards Report Student NameNum. Correct Perc. Correct LS 2.d LS 2.c LS 2.a LS 2.b LS 2.e Student 130100% Student 22996%100%67%100% Student 31343%33%0%100% Student 430100% Student 51963%33% 100% Student 630100% Student 72790%100% Student 82893%67% 100% Student 92583%67%100% Student 102583%100%33%100% Averages:26.287%82%78%100%97%100%

136. Pyramid Response to Intervention Classroom Teacher Report Teacher ATeacher BTeacher CTeacher DTeacher E LS 2.d82%89%90% 79%86% LS 2.c 100%75%80%82%71%82% LS 2.a100% 73%95% LS 2.b97%93%96%100%82%94% LS 2.e100%83%86%91%80%88% Class Averages: 96%91%90%88%77%89%

137. Pyramid Response to Intervention

141. 141 Identify the 8- 10 big ideas per semester Teamwork before and after common assessments Examine school data and establish SMART goals Create a road map of CAs and targets Establish team norms for collaboration Monitor progress on SMART goals Identify the targets of the assessments Design formative and summative assessments Monitor for learning of individual and collective results Tally and review common assessment results Create a plan for appropriate interventions Assess again— monitoring for results Instruction and ongoing assessment Repeat intervention loop as needed Instruction and ongoing assessment Revise curriculum, instruction and assessments as needed Process for Common Assessments

142. Pyramid Response to Intervention

143. Do you have frequent, common formative assessments to measure student learning and to target interventions? Essential Question

144. Pyramid Response to Intervention 1. Turn aspirations into action. 2. Refuse to tolerate inaction. 3. Experiment: Develop and test hypothesis aimed at improvement. —DuFour & Eaker, Professional Learning Communities at Work (1998) Action Orientation & Experimentation

145. Pyramid Response to Intervention All collaborative learning, planning, and goal-setting is useless until put into action. Unless staff members are willing to try new things, improvement in student learning is impossible. Action Orientation & Experimentation

146. Pyramid Response to Intervention PLC and RTI Connection When comparing the essential characteristics of being a PLC and the fundamental elements of RTI, one can see that these two powerful processes are not merely similar, but perfectly aligned to support the same outcomes.

147. Pyramid Response to Intervention PLCs and RTI PLCs Focus on Results (How do we know if our students are learning?) RTI Universal Screening & Progress Monitoring

148. Pyramid Response to Intervention RTI Effective Core Program & Researched-Based Instructional Practices PLCs Collective Inquiry PLCs and RTI

149. Pyramid Response to Intervention RTI Universal Screening & Progress Monitoring PLCs Focus on Results (How do we know if our students are learning?) PLCs and RTI

150. Pyramid Response to Intervention RTI Systematic Intervention Program PLCs How will we respond when students don’t learn? PLCs and RTI

151. Pyramid Response to Intervention RTI Decision Protocols PLCs Action Experimentation PLCs and RTI

152. Pyramid Response to Intervention This point is absolutely critical: Implementing RTI effectively is not possible and should not be pursued until a school effectively implements the three “Big Ideas” of being a PLC.

153. Pyramid Response to Intervention Creating a PLC Foundation: Current Reality and Steps to Success Discuss and determine “first steps.” Activity

154. Pyramid Response to Intervention

156. What do we expect them to learn? How will we know when they have learned it? How will we respond when they don’t learn? If We Believe All Kids Can Learn

157. Pyramid Response to Intervention

158. “Don’t tell me you believe ‘all kids can learn’… tell me what you’re doing about the kids who aren’t learning.” Richard DuFour

159. Pyramid Response to Intervention If a site builds a POI with ineffective interventions, the result will be an assurance that all students will have equal access to poor practices and designed failure.

160. Pyramid Response to Intervention What are your current interventions? What are you doing for your students who are not learning? Post-It Activity

161. Pyramid Response to Intervention We assume that long-standing, traditional practices are “best” practices!

162. Pyramid Response to Intervention Up to each teacher Remedial classes Summer school Special education Retention Nothing Traditional Interventions

163. Pyramid Response to Intervention Learning CPR

164. Pyramid Response to Intervention Urgent, life-saving process Directive Timely Targeted Administered by trained professionals Systematic CPR: Cardio-Pulmonary Resuscitation

165. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

166. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

167. Pyramid Response to Intervention Do we have a sense of urgency when implementing interventions? Urgent

168. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

169. Pyramid Response to Intervention Scientifically Research Based vs. Research Based

170. Pyramid Response to Intervention Interventions Scientific, research-based interventions – “Research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.” (NCLB) systematic, empirical, rigorous analysis of data, reliable and valid data, random assignment to groups Florida Center for Reading Research (www.fcrr.org)

171. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

172. Pyramid Response to Intervention Are targeted students required to attend or participate? Directive

173. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

174. Pyramid Response to Intervention Timely Extended time to learn essential standards Timely school response when students don’t learn

175. Pyramid Response to Intervention Timely Extended time to learn essential standards Timely school response when students don’t learn

176. Pyramid Response to Intervention “Formula for Learning” TI + T = L Targeted Instruction + Time = Learning Extended Time to Learn Essential Standards

177. Pyramid Response to Intervention TI + T = L Targeted Instruction + Time = Learning Constant + Constant = Variable Traditional Schools

178. Pyramid Response to Intervention TI + T = L Targeted Instruction + Time = Learning Variable + Variable = Constant PLC Schools

179. Pyramid Response to Intervention Timely Extended time to learn essential standards Timely school response when students don’t learn

180. Pyramid Response to Intervention How often are students identified for this program? How often do we evaluate progress? Does this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery? Timely

181. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

182. Pyramid Response to Intervention Identify students for interventions based upon the cause of their struggles, not by the symptoms. Pearl …

183. Pyramid Response to Intervention Targeted Students who don’t do their work Students who lack the skills to do their work

184. Pyramid Response to Intervention Targeted Intentional non-learner Failed learner

185. Pyramid Response to Intervention Make them do the work! Care more about them doing the work than they care not to do it. Need a “tight,” timely process of accountability, more than highly trained teachers. Interventions for Intentional Non-Learners

186. Pyramid Response to Intervention Provide additional time and practice. Fill learning gaps (prerequisite skills). Provide “different” instruction. Interventions for Failed Learners

187. Pyramid Response to Intervention Students can be both intentional non-learners and failed learners.

188. Pyramid Response to Intervention What is the intervention’s intended outcome? Does it provide differentiated, research- based instruction? Which students should be selected for participation (intentional non-learners or failed learners)? Targeted

189. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

190. Pyramid Response to Intervention Who will teach or otherwise implement this intervention? Do our instructors have the training and resources necessary for success? Administered by Trained Professionals

191. Pyramid Response to Intervention Characteristics of an Effective Intervention Program Urgent Research based Directive Timely Targeted Administered by trained professionals Systematic

192. Pyramid Response to Intervention Systematic Response Schools systematically identify, monitor, and revise individual student intervention needs every 3 –4 weeks. Interventions are part of a system that ensures, no matter to which teacher a student is assigned, the same thing happens when they don’t learn.

193. Pyramid Response to Intervention Why a Pyramid? Creating a Tiered Approach to Interventions

194. Pyramid Response to Intervention Universal Targeted Intensive All Some Few RTI Continuum of Support for ALL

195. Pyramid Response to Intervention Interventions Tier 1 – All students are screened to find students at-risk (universal screening). – All students receive core program which includes differentiated instruction. – Responsive students remain in Tier 1. – Unresponsive students move to Tier 2.

196. Pyramid Response to Intervention Interventions Tier 2 – Creative, flexible scheduling creates sufficient time for small-group instruction. – Personnel are used creatively. – Thirty minutes of additional time and support, 3–4 times per week. – Progress is monitored more frequently than in Tier 1. – Responsive students return to Tier 2. – Unresponsive students move to Tier 3.

197. Pyramid Response to Intervention Tier II

198. Pyramid Response to Intervention Interventions Tier 3 –It is more intensive, with frequent individualized intervention. –Interventions are highly targeted, prescriptive– diagnostic, and focused on causes not symptoms. –Actual interventions may be the same as in Tier 2, but are more frequent and longer in duration. –Progress is monitored even more frequently than in Tier 2.

199. Pyramid Response to Intervention Interventions Interventions become more intensive by: Increasing the frequency (5 times/week rather than 3 times/week) Increasing the duration (50 minutes rather than 30 minutes) Decreasing the pupil–teacher ratio

200. Pyramid Response to Intervention High Levels of Learning Well Prepared Severely At-Risk Core Instruction Supplemental Help Intensive Support

201. Pyramid Response to Intervention Tier 1: Core Program Tier 2: Supplemental Interventions Tier 3: Intensive Interventions

202. Pyramid Response to Intervention Tier 1: Core Program Tier 2: Supplemental Interventions Tier 3: Intensive Interventions

203. Pyramid Response to Intervention Tier 1: Core Program Tier 2: Supplemental Interventions Tier 3: Intensive Interventions

204. Pyramid Response to Intervention Tier 1: Core Program Tier 2: Supplemental Interventions Tier 3: Intensive Interventions At Risk Responsive Unresponsive Responsive Consideration of Special Education Placement

205. Pyramid Response to Intervention Academic Systems Behavioral Systems 1-5% Tier 3: Intensive, Individual Interventions Individual students Assessment-based High intensity Of longer duration 1-5% Tier 3: Intensive, Individual Interventions Individual students Assessment-based Intense, durable procedures 5-10% Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Tier 1: Universal Interventions All students Preventive, proactive 80-90% Tier 1: Universal Interventions All settings, all students Preventive, proactive Three-Tiered Model of School Supports Students

206. Pyramid Response to Intervention Learning for All “Response to Intervention offers the best opportunity in the past 3 decades to ensure that every child, no matter how gifted or challenged, will be equally valued in an education system where the progress of every child is monitored and individualized interventions with appropriate levels of intensity are provided to students as needed.” —East (2007)

207. Pyramid Response to Intervention Activity: Starting to Create a PRTI Targeting Interventions

208. Pyramid Response to Intervention

210. Tomorrow’s Schedule

211. Pyramid Response to Intervention Thank You! Pyramid Response to Intervention