Facilitation of LCMT Implementation in Your School Slides taken from:

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