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RtII Instructional Tier I Strategies Presenter: Kelly Smith, Instructional Specialist, GEAR UP – ksmith2@philasd.org 1

Session Outcomes Participants will: Review the RtII Structure Review ICLE’s Philosophy Explore how RtII uses data to drive decisions Gain strategies for various content areas

Instructional Strategies Reading and Math Strategies Agenda Welcome/Overview Setting the Focus Data and RtII What are the 3 R’s? Writing Strategies RtII Tier I Instructional Strategies Reading and Math Strategies Vocab. Strategies Our Model of RtII Introduction to RtII

ICLE’s Philosophy Relationships Relevance Rigor For All Students

RTI Defined “RTI is the practice of providing high quality instruction matched to students needs and using rate of learning over time to make important educational decisions.” National Association of State Directors of Special Education (2005).

NEW YEAR'S RESOLUTION

How does this relate to RTI? Weight Loss Your Experience Problem-Solving Process Identify problem Develop plan Evaluate plan Data Times to pool Pounds lost Instruction/ Intervention Swimming Swimming with partner Diet Walking Shared Responsibility Presenters Lifeguard Husband/Son

System Prior to Change Special Education Sea of Ineligibility General Education

Changing Special Education: 1990s...Bridging the Gap Interventions General Education

“If you teach the same curriculum, to all students, at the same time, at the same rate, using the same materials, with the same instructional methods, with the same expectations for performance and grade on a curve you have fertile ground for growing special education.” Gary Germann, 2003

First things First… RtII is Informed by Data

PG Page X How Data is Used What data do your school currently collect? Who has access to these data and how are they used? Data collected Who has access How it is used Administrators, Teachers, Parents State Test Scores To determine areas of strength and areas of improvements

Activating Data to Move Forward Assessment Gap Analysis Adjustment in Instruction/ Response to Intervention (RTI) Writing Prompts Sixth grade English Learners (boys - 25% gap) Focus on academic vocabulary and language structure practice

What RtII’s Model Looks Like…

What Is Tiered Instruction? PG Page X What Is Tiered Instruction? Tier III: For 5 to 7 percent of students, personalized, higher intensity and longer enduring intervention are required. Tier II: For 15 percent of students, achievement and behavior challenges are overcome successfully in an environment of explicit and intensive instruction.  Tier I: All students start here, progressing through a core curriculum.

RTI: A Data-Based Process What is the problem? Why is the problem occurring? How will we solve the problem? Did we solve the problem? Problem Identification Problem Analysis Intervention Evaluation

Positive Academic Supports Blueprint General Education Effective Instruction Modification Remediation Accommodations Interventions Assistive Supports Compensation With Consultation With Intervention Project Achieve 2007

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive 80-90% 80-90%

Philadelphia School District RtII Model Attendance Behavioral Health ~85% of students Level 1 ~10 % of Students Level 2 ~5% of Students Level 3 Small Group/Individual Discipline Small Group Literacy Whole Class

Vocabulary Intervention Must Incorporate: Integration – connecting new vocabulary to prior knowledge Repetition – must use the concepts many times Meaningful – vocabulary must be used in an organic way

Vocabulary Strategies Frontloading – modified KWL S.T.A.R. Scattergories Pictionary

Reading Comprehension Strategies Read and Think Alouds Graphic Organizers Structured Note Taking Reciprocal Teaching

Writing Strategies Show Don’t Tell Sentence Starters Guided Writing

Math Strategies CRA: Concrete – Representational - Abstract Math Manipulatives Acronyms Language Rich Classroom

More on CRA Concrete Representational Abstract (CRA) is a three step instructional approach that has been found to be highly effective in teaching math concepts. - The first step is called the concrete stage. It is known as the “doing” stage and involves physically manipulating objects to solve a math problem. - The representational (semi-concrete) stage is the next step. It is known as the “seeing” stage and involves using images to represent objects to solve a math problem. - The final step in this approach is called the abstract stage. It is known as the “symbolic” stage and involves using only numbers and symbols to solve a math problem. CRA is a gradual systematic approach.

Case Study

Reflections: 3 points I want to remember about RtII Tier One Strategies… 3 questions that I still need answered… The next 3 steps I should take to implement RtII with my students…