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Response to Intervention Process of aligning appropriate assessment with purposeful instruction for all students.

Sustainability of RTI Establishing a common understanding Data driven decision making at the classroom level Supporting a culture of providing immediate interventions for students Implementing interventions that impact achievement

Something to think about… High achievers and low achievers may need interventions based on progress monitoring data and individual performance expectations.

Progress Monitoring Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class.

Progress Monitoring Within a classroom, teachers should know their students through assessments. Understanding that learning occurs at a different pace for all students, teachers should incorporate frequent opportunities for students to “show what they know.” The assessment strategy used for these frequent formative assessments should be deeply aligned with grade level GPS for any content area.

Organizational structures to be considered: Schools should create schedules that allow for collaborative planning. The importance of a common understanding of GPS expectations is required for teacher teams. Schools should initiate content area vertical (across grade level and K-12) discussions. These discussions will support a strong understanding of rigorous assessment and the instruction needed for student mastery. Schools should establish a clear professional learning plan to support the use of a variety of instructional and assessment strategies as students work to “show what they know.”

Progress Monitoring The Georgia Department of Education recommends districts and schools monitor the transfer of learning from all interventions to the Tier 1 general classroom. So what does this look like? What is involved?

Progress Monitoring includes… System Level School Level Grade Level Class Level Student Level

System Level How are our students progressing towards the expectations we have set? How are our students progressing towards the state’s performance expectations? Where do we need to focus our time, energy, and resources? How will we know our system wide interventions and initiatives are impacting student achievement?

School Level How are our students progressing toward the districts expectations? How are our students progressing toward the state’s performance expectations? According to our data, where do we need to focus our time, energy, and resources? How will we address curriculum and/or instructional issues? What interventions will we provide? How will we know these interventions are working?

Grade Level Based on our common assessment data, how are the students in our grade level progressing towards our system and state’s expectations? How do we know if our instructional practices need to be refined to improve student achievement? Is our data identifying groups or individuals who need additional attention? What will we do? How will we know if progress is being made?

Class Level What do my student’s performance on our grade level common assessments tell me about my instructional practices? Who are the students I need to provide additional attention (different teaching strategies and formats) to support their progress? How will I know what I am doing for my students is impacting their achievement?

Individual How is student John Doe performing on our grade level common assessments? What do I know about John Doe (learning styles, reading, writing, and math skills, strengths, weaknesses etc) that will help me support him during core instruction? How should I plan for instruction based on what I know about John Doe and others?

School Data Teams Data Teams in each school serve as the driving force for instructional decision making in the building. The team will use data during the year to monitor growth in terms of the rate of increase shown at the district, school, classroom or student level. The data team is responsible for targeting the areas of needed improvement and working to address the specific issues related to those areas. The data team will identify additional “detective work” assessments needed to determine the root cause of the identified underperformance.

Apply the ‘ ’ rule to determine if the focus of the intervention should be the core curriculum (and instruction), subgroups of underperforming learners, or individual struggling students (T.Christ, 2008) Source : Christ, T. (2008). Best practices in a problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp ).

If less than 80% of students are successfully meeting academic or behavior goals, the intervention focus is on the core curriculum, INSTRUCTION, and general student population. If no more than 15% of students are not successful in meeting academic or behavior goals, the intervention is on small group ‘treatments’ or interventions. If no more than 5% of students are not successful in meeting academic or behavioral goals, the intervention focus in on the individual student. Source : Christ, T. (2008). Best practices in a problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp ).

If students are not placed in an intervention based on formative assessment data, teachers will end up instructing across a broad range of student skill, diluting the positive impact of the intervention.

The instruction within the intervention is a critical focus for the data team. – Is the instruction different from the general classroom? – Is the instruction designed to support targeted student performance in the general classroom? – Are students responses to the intervention being monitored?

What is the problem? What does the data show? Why is this happening? Curriculum Issue? Instructional Issue? Student Issue? What is our plan? What are we going to do? What interventions are needed? How will we measure success? Implement the plan Who will do what, where, when, and how often? How will fidelity of implementation be determined? Did the plan work? What does the data show?

When are additional interventions needed? Movement between tiers is fluid and flexible. Three important questions must be addressed to determine the reason for the need for additional support: – Is the learning concern a curriculum issue? – Is the learning concern an instructional issue? – Is the learning concern a student issue?

Progress Monitoring at Tier 1 Universal screenings are used for reading, math, and/or behavior for all students at all levels. Classroom teachers use frequent common formative assessments to measure progress. Teams of teachers routinely create these common formative assessments and benchmark criteria for success, use the data to collaboratively discuss instructional approaches, and design learning opportunities to address individual needs. Assessment data is purposefully collected and organized, shared with students and parents, and is the driving force of the instructional program.

Progress Monitoring at Tier 2 Students identified for Tier 2 interventions are regularly assessed to measure understanding and transfer of learning to core classrooms. The progress monitoring process used for the intervention is pre- identified by the school data team based on the intervention components and should include curriculum based measures and/or other standardized assessments. Benchmarks for expected progress are set, and student progress toward these benchmarks is closely monitored through assessments. Graphs of these purposeful data points are needed to illustrate the progress toward benchmark goal. These data graphs support the data team in monitoring individual student growth as well as the fidelity of implementation of the intervention.

Aimline= 1.50 words/week Trendline = 0.55 words/week Poor RTI Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida

Aimline= 1.50 words/week Trendline = words/week Positive RTI Dr. George M. Batsche Co-Director, Institute for School Reform Florida Problem-Solving/RtI Statewide Project University of South Florida Tampa, Florida

Progress Monitoring-Behavior Daily Progress Report Office Discipline Referrals Minor Forms Repeated Teacher Nomination Grades Attendance GPA

Progress-monitoring fulfills two main purposes: – to assess students’ academic progress and – evaluate the effectiveness of the intervention

Fidelity… … refers to the provision or delivery of instruction in the manner in which it was designed or prescribed.

“ Establishing a Common Understanding” Webinars via ElluminateLive! November 6, :00 amEstablishing a Common Understanding - Guidance Document Overview November 7, :00 amEstablishing a Common Understanding – Tier 1 Standards-Based Learning November 12, :00 amEstablishing a Common Understanding – Tier 1 and Behavior November 20, :00 amEstablishing a Common Understanding – Tier 2 Needs Based Learning December 3, :00 amEstablishing a Common Understanding – Tier 2 and Behavior December 5, :00 amEstablishing a Common Understanding – Tier 3 SST Driven Learning December 8, :00 amEstablishing a Common Understanding – Tier 3 and Behavior December 10, :00 amEstablishing a Common Understanding – Progress Monitoring December 12, :00 amEstablishing a Common Understanding – Interventions

Contact Information John Wight