Facilitation of LCMT Implementation in Your School Slides taken from: What is the Purpose of RtI? RtI is: (1) providing high quality instruction/intervention matched to student needs and, (2) using level of performance and learning rate over time (3) to make important educational decisions to guide instruction. 2 Alignment Changing Educational Focus – NCLB & IDEA • • • • • Improved student outcomes Early intervention and prevention Use of evidence-based interventions Data-driven accountability Reduced need for disability label to get assistance • Highly qualified teachers 3 Thinking Differently • Every Ed, not just special education anymore • Focus on interventions not placement • Aim of assessment is to identify effective interventions • Effective interventions are identified prior to eligibility • Student outcomes drive decisions • Problem Solving & 3 Tier Model is continual and fluid 4 New Logic • Begin with the idea that the purpose of the system is student achievement • Acknowledge that student needs exist on a continuum rather than in typological groupings • Organize resources to make educational resources available in direct proportion to student need David Tilly, 2004 5 Leading Change By: Thinking Systematically Context Culture (Vision, Mission, Conditions Values, Goals) Your Culture National And State (Beliefs & Your RtI Attitudes) Conditions Competencies (Knowledge & Skills) Your Competencies School, District Community Your Context EVERY ED. Belief • • • • • • • Regular Education Gifted/Talented ELL Title 1 Special Education Cultural Diversity Advanced Placement 3 Tier Model is for EVERY STUDENT! Benefits of 3 Tier Model 3 Tier Model of instruction and intervention will help you to: – Know immediately, “Is what we are doing working?” – Know which students need more/different – Know what each student needs – Provide structures to deliver what students need – Raise student achievement – Increase teacher capacity Core Principles of 3 Tier Model • • • • • Frequent data collection on student performance Early identification of students at risk Early intervention (K-3) Multi-tiered model of service delivery Research-based, scientifically validated instruction/interventions • Ongoing progress monitoring - interventions evaluated and modified • Data-based decision making - all decisions made with data 9 Student Population Traditional: The Fish VERY SLOW SORT A SLOW SORT A SMART SMART VERY SMART Student Smartness Adapted from T.E.R.C. 2004 The Water… I C Water Domains I Instruction Standards-Driven Learning Units, High-Quality Lesson Plans (Acquisition, Extending/Refining, Acceleration, Differentiation, Review); Research-Based Instructional Practices (i.e., previewing, explicit instructional skill/strategy, modeling, scaffolding, graphic organizers, summarizing), Student Movement (Grouping strategies, levels of support (instructional time, content, level, intensity)… C Curriculum Standards-Based (Benchmarks), Scientifically validated programs, Prioritized Maps, Alignment, Relevance, Rigor, Connections/Integration, Resources/Materials… E Environment Resource Rich Environments (i.e., materials, word walls, student work displayed); Peers (Expectations, Reinforcement, Values, Support); Classroom (Rules, Distractions, Seating, Schedule, Physical Plant), Home/Family Support, Culture, Climate L Learner Skills, Strategies, Motivation, Health, Family, Social/Emotional, Development, Engagement, Executive Functioning, Efficacy… O Organization Resource Allocation, Scheduling, Systems, Structure, Management, Planning, Job Embedded Professional Development, Continuum of Services, Movement of Students, Instructional Time, Procedures… Serving the Fluid Needs of ALL Using a Multi-Tier Model of Service Delivery HIGH RISK MODERATE RISK PROFICIENT/LOW RISK A - ADVANCED Adapted from T.E.R.C. 2004 BELIEFS AND PRACTICES Reflect: Important Questions 1. 2. 3. 4. 5. 6. Do we really believe that the purpose of the system is student achievement? Do we really believe that all children can learn? Do we really believe that decisions are best made with data? Do we believe that our first focus should be on improving CORE instruction ? Do our practices reflect this? Do we monitor the efficacy of our core program/instructional routine? Are we focused on LEARNING? Priorities!! Cascade of Interventions • Entire staff understands “triangle” and the available interventions at each Tier. • Supplemental and intensive interventions are in addition to core instruction. • A student intervention plan is a single document that is integrated across the tiers. • Different tiers ensure that outcomes in Tier 1 are improved • Tier 1 progress monitoring data are used for effectiveness determination for all Tiers 15 Three-Tiered Model of School Supports & the Problem-solving Process ACADEMIC SYSTEMS BEHAVIOR SYSTEMS Tier 3: Comprehensive & Intensive Students who need individualized interventions. Tier 3: Intensive Interventions Students who need individualized intervention. Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum. Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration. Tier 2: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program. Tier 1: Universal Interventions All students in all settings. 16 16 Implications for Activities at Various Tiers More Less Instructional Time Group Size Measurement Frequency Applicable evidencebased interventions Measurement Precision Measurement Focus Depth of Problem Analysis Less More 17 17 Essential Questions • What do we want student to know, do, understand? • What are the key instructional practices for raising achievement and closing the gap? • Why are consistent and pervasive so important? • Why should we focus on high quality--not just doing it? • What evidence do we have our teachers use the most effective, research-based instructional routines strategies? • How does the school’s schedule and organizational patterns contribute to raising achievement? Tiers of Service Delivery Academic Systems Tier III: Comprehensive/Intensive Cycle in addition to and in alignment with Core: Individual Students Assessment-Based High Intensity Of longer duration Tier II: Supplemental Cycle in addition to and in alignment with Core Some At-Risk Students High Efficiency Rapid Response Tier I: Core Cycle All students Preventative, proactive Behavioral Systems Tier III: Intensive Cycle in addition to and in alignment with Core: Individual Students Assessment-based Intense, durable procedures Tier II: Targeted Group Interventions in addition to and in alignment with Universal Some At-Risk Students High Efficiency Rapid Response Tier I: Universal Interventions All students; all settings, Preventative, Proactive How Does C-I-A Fit Together? Step 2 Step 1 All Students at a grade level FALL WINTER Addl. Diagnostic Assessment Instruction Individual Diagnostic Individualized Intensive 1-5% Intensive Cycle Behavior Academics Step 3 10-20% weekly Group Diagnostic 2 times/month 80-90% Core Cycle Results Monitoring Small Group Differentiated By Skill Supplemental Cycle SPRING Step 4 None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments Essential Components… 1. Multi-Tiered Levels of Support • C-I-A Cycle 2. Problem Solving Framework a) Small Group Problem Solving b) Individual Problem Solving Problem Solving Framework 1. Problem Identification- What’s the problem? Tier I Tier II Tier III 4. Response to InterventionIs it working? 2. Problem AnalysisWhy is it occurring? 3. Intervention Design/ImplementationWhat are we going to do about it? “To Do” List • Make decisions on the basis of their impact on student learning • Influence school culture to be one in which data are used collaboratively, continuously, and effectively to improve teaching and learning and close achievement gaps. Remember…If you make a change and it feels comfortable…You haven’t made a change Lee Trevino