R T II: DISTRICT OVERVIEW & DELIVERY MODEL District Team – May 2010

District Demographics – BuildingsEnrollmentESL/ELL Students (%NP) # and % NP- Reading ( PSSA) # students Cornwall Terrace6369 (77.8%)91 (24.1%) Green Valley4772 (0%)37 (12.5%) Lincoln Park1295 (0%)9 (10.6%) Shiloh Hills4328 (62.5%)31 (14.8%) Spring Ridge4503 (100%)43 (17.3%) West Wyomissing2153 (33.3%)8 (7.7%) Whitfield6429 (55.6%)70 (20.1%) Wilson Southern6399 (33.3%)37 (8.6%) Wilson West7407 (71.4%)64 (13.9%) Wilson Sr. High School14457 (85.7%)83 (18.1%)

Process  District  Articulated process  Complete and accurate maps  Defined purpose (assessments and interventions)  Tier criteria/parameters for student placement  Expectation for instruction  Timelines  Universal/common assessments, interventions, guidelines, and protocols  Buildings  Follow district process while addressing individual building dynamics and demographics Who (facilitation, progress monitoring, support) What (assessment, interventions, instruction) When (within daily/weekly schedule) How (in classroom, outside of classroom, team approach, etc.) To whom

Maps address: ASSESSMENTSINTERVENTIONSINSTRUCTION Grade levels Student groups Timelines Progress monitoring Best practices in formative assessment Purpose of interventions (skill deficits addressed) Tier indication Delivery of intervention Progress monitoring Timelines Instructional Best Practices Classroom reading strategies Differentiated Instructional strategies Small group reading instruction Balanced Literacy Maps are dynamic and information is added and deleted based upon student needs and district data.

Tier 1: Rigorous Common Core Curriculum Focus (k-5)To maximize the learning for all students using a strong researched-based core curriculum to ensure students meet grade level standards. Program/Curriculum and Instruction Access to standards aligned curriculum for all students Best Instructional practices for all students K-5 – Treasures Reading Program Number of students in group Whole class, small flexible groups, pairs and triads, individual Time K-5 – 90 minute uninterrupted block of reading/language arts instruction Assessments Screener: k-2 AIMSweb, 3-5 4Sight Formative: Benchmark: See District Maps Summative: General Education Teacher Setting/Place General Education Classroom Resources Professional Development Differentiated Instruction, Co-teaching, reading strategies, POL – QTA, Treasures, progress monitoring, formative assessments Literacy

Tier 1: Rigorous Common Core Curriculum Focus (6-12)To maximize the learning for all students using a strong researched-based core curriculum to ensure students meet grade level standards. Program/Curriculu m and Instruction Standards Aligned Curriculum – access to curriculum for all students Instructional Best Practices for all students Number of students in group Whole class, small flexible groups, pairs and triads, individual Time minute English block; minute Reading block as assigned Assessments Screener: Literacy Sight, Math 6-12 Study Island Formative: Benchmark: See District Maps Summative: Staff Member General Education Teacher Setting/Place General Education Classroom Resources Professional Development Differentiated Instruction, POL-DL, CSI, Co-teaching, formative assessments, as determined by faculty needs

Tier 2: Instruction Focus (k-5) To diagnose academic concern(s) and systematically apply research-based small group instruction to enable student performance to reach or exceed grade level standards. Students who are not reaching grade level reading standards Program/Intervention Treasures Number of students in group Generally 3-7 dependent upon intervention Time 30 minute intervention block Assessments Diagnostic: Progress monitoring: See District Maps Benchmark: Staff Member Academic Improvement Team: Teacher, Reading Specialist, Elementary Specialist, trained Staff Setting/Place General Education Classroom Resources Professional Development Intervention specific, assessment delivery, progress monitoring

Tier 2: Instruction Focus (6-12) To diagnose academic concern(s) and systematically apply research-based small group instruction to enable student performance to reach or exceed grade level standards. Students who are not reaching grade level reading standards Program/Intervention Standards aligned curriculum; Number of students in group Generally 3-7 dependent upon intervention Time As dictated by standard intervention protocol Assessments Diagnostic: Progress monitoring: See District Maps Benchmark: Staff Member Teacher, specialist(s), trained staff Setting/Place General Education Classroom Resources Professional Development Intervention specific

Tier 3: Instruction Focus (k-5) To provide intensive individualized and/or small group research-based instruction/intervention targeted to eliminate discrepancies in student performance in relation to grade level expectations. Students who do not respond at Tier 2. Program/Intervention Same as Tier 2 plus individual intervention to address specific area of concern and additional interventions as listed: Number of students in group Usually individual. Might be in a small group of no more than 5 students, dependent upon the standard intervention protocol Time 30 minute intervention block; additional time as specified by standard intervention protocol Assessments Diagnostic: Progress monitoring: Intervention specific Benchmark: Staff Member General Education Teacher and Student Support Team Members: Reading Coach, Student Support Specialist, Elementary Specialist, School Psychologist, ESL Teacher, Speech Language Pathologist, Regular Education Teacher Setting/Place General Education Classroom and additional settings as deemed appropriate for the specific intervention Resources Professional Development Intervention support and delivery, reading best practices Students who do not make progress in a timely manner toward grade level expectations will be evaluated for special education.

Tier 3: Instruction Focus (6-12) To provide intensive individualized and/or small group research-based instruction/intervention targeted to eliminate discrepancies in student performance in relation to grade level expectations. Students who do not respond at Tier 2. Program/Intervention Same as Tier 2 plus individual intervention to address specific area of concern and additional interventions as listed: Number of students in group Usually individual. Might be in a small group of no more than 5 students. Time As determined by standard intervention protocol Assessments Diagnostic: Progress monitoring: Intervention specific Benchmark: Staff Member General Education Teacher and Student Support Team Members: special education teacher, School Psychologist, ESL Teacher, Speech Language Pathologist, Regular Education Teacher Setting/Place General Education Classroom and additional settings as deemed appropriate for the specific intervention Resources Professional Development Intervention support and delivery; reading best practices Students who do not progress toward grade level expectations in a timely manner will be evaluated for special education.

Tier 1 Decision Rules (Guidelines):  All students will receive a rigorous common core curriculum  Tier 1 must contain small group/differentiated instruction during the 90 minute uninterrupted block of core instruction  Screeners Indicate Student is/is not meeting benchmarks  All students are screened a minimum of 3 times per year  Students who are barely achieving base line may be screened more often (progress monitoring)  Students who are just below baseline or barely achieving will receive D.I. during the 90 minute block of core instruction  Students who do not meet baseline with D.I. will be referred for Tier 2 instruction and intervention  Students with multiple skill deficits will be referred for Tier 2 Instruction and Intervention as identified by the root cause  Any instructional interventions are delivered in addition to regular core instruction; not in substitution of.  Expected results: student will meet or exceed benchmarks ESL is a core curriculum; students in this core curriculum should not be pulled from their 90 minute block of core instruction.

Tier 2 Decision Rules (Guidelines):  When a student should move to/leave Tier 2:  Screeners indicate student is not/is reaching benchmark as defined by assessment protocol  Student’s grades are below average or average in conjunction with assessment data points  Student’s standardized test scores are basic, below basic, or proficient and student is not/is progressing with Differentiated Instruction/Standard protocol intervention  Classroom teacher formally requests assistance as indicated by assessment data  How long a student should continue with Tier 2 instruction:  Students will remain in T2 intervention for two to six weeks dependent upon the standard protocol intervention  May move sooner if progress is below benchmark for 3 -6 progress monitoring points or if student achieves and sustains benchmark  May be extended if student has multiple skill deficits and progress is being made in the initial skill deficit and a second deficit is being addressed under another standard protocol intervention

Tier 3 Decision Rules (Guidelines):  When a student should move to/leave Tier 3:  Inadequate progress in Tier 2 ( 3-6 progress monitoring points with bi- weekly progress monitoring)  Student can maintain adequate progress in a Tier 2 intervention  Student has mastered goals and is on grade level/benchmark  Tier 3 needs a minimum of 6 monitoring points (weekly progress monitoring)  When a student should continue with Tier 3 instruction:  Progress predicts grade level performance within a year; student will make one year’s growth within the year  Inadequate progress indicates a need to either modify or redesign the intervention (based upon student responsiveness to the intervention).  Even if a student is making progress, student can’t remain in T3 for more than two 10 week intervention periods without further evaluation.

Special Education – WHEN (Guidelines):  Lack of positive results – trend line (progress monitoring) below benchmark in two or more interventions  Positive response requires intensity and resources not available in general education (Tiers 1-3)  No response in Tier 2 or Tier 3  Student has responded but student needs cannot be met and student will not make progress toward benchmark standard by the end of the year  All points of data indicate need for additional educational programming  Ability – Achievement discrepancy  Response to intervention data used as evidence of educational need and for educational programming  Data will be evaluated to see if instruction/intervention is meeting student’s needs based upon student responsiveness

Key Points:  School teams need to review data, not just individual teachers  RtII processes unfold at the building level and are driven by student needs within that building  Intervention needs to be supplemental to Core Instruction  RtII is a regular education initiative and all faculty and staff are responsible for instruction  Intervention time needs to be scheduled into the regular school day  Professional Development for faculty and staff in instruction, assessments, and intervention is ongoing at the building and individual levels  Modeling, coaching, and support is critical to faithful implementation  We need to think creatively to find the necessary man power and resources to carry out interventions and progress monitoring  We must continue to evaluate our assessments and to modify our menu of interventions and core evidence based instructional activities to meet student needs  We need to begin to look at evidence based interventions for math (in addition to literacy)  We must continue to look at models to expand RtII into our MSs and HS  We must continue to shift our mindset from identifying students to identifying instruction that meets the needs of our students  We MUST believe that every student can achieve!

Tier % of students READING Elementary: Secondary: MATH Elementary: Secondary: Universal Screening Tools: AIMSweb (grades K - 2), 4sight (grades 3 – 12 (not math 6-12)), Study Island (math 6-12) Tier 2 -15% of students READING Elementary: Secondary: MATH Elementary: Secondary: Tier 3 - 5% of students READING Elementary: Secondary: MATH Elementary: Secondary: Special Education Evaluation at or post Tier 3 (may be requested at any point) Best Instructional Practices and Strategies Formative Assessments & Progress Monitoring Criteria for Movement Within and Between Tiers Enrichment

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