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 5 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

Competencies (Knowledge & Skills) National And State School, District Community RtI Your Conditions Your Culture Your Competencies Your Context Conditions (Beliefs & Attitudes) Culture (Vision, Mission, Values, Goals) Leading Change By: Thinking Systematically

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 Student Smartness VERY SLOW SORT A SMART VERY SMART SORT A SLOW SMART Traditional: The Fish Adapted from T.E.R.C. 2004

The Water… I C E L O

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 … Water Domains

HIGH RISK MODERATE RISK Adapted from T.E.R.C A - ADVANCED PROFICIENT/LOW RISK Serving the Fluid Needs of ALL Using a Multi-Tier Model of Service Delivery

BELIEFS AND PRACTICES Reflect: Important Questions 1.Do we really believe that the purpose of the system is student achievement? 2.Do we really believe that all children can learn? 3.Do we really believe that decisions are best made with data? 4.Do we believe that our first focus should be on improving CORE instruction ? Do our practices reflect this? 5.Do we monitor the efficacy of our core program/instructional routine? 6.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

16 Three-Tiered Model of School Supports & the Problem-solving Process 16 ACADEMIC SYSTEMS Tier 3: Comprehensive & Intensive Students who need individualized interventions. 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. BEHAVIOR SYSTEMS Tier 3: Intensive Interventions Students who need individualized intervention. 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.

17 Implications for Activities at Various Tiers More Less Measurement Frequency Measurement Precision Depth of Problem Analysis Instructional Time Measurement Focus Applicable evidence- based interventions Group Size 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 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 Academic Systems 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 Tier III: Comprehensive/Intensive Cycle in addition to and in alignment with Core: Individual Students Assessment-Based High Intensity Of longer duration Tier I: Universal Interventions All students; all settings, Preventative, Proactive

How Does C-I-A Fit Together? Addl. Diagnostic Assessment Instruction Results Monitoring Individual Diagnostic Individualized Intensive weekly All Students at a grade level FALL WINTER SPRING Behavior Academics None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments Group Diagnostic Small Group Differen- tiated By Skill 2 times/month Step 1 Step 2Step 3Step 4 Supplemental Cycle Core Cycle Intensive Cycle 80-90% 10-20% 1-5%

1.Multi-Tiered Levels of Support C-I-A Cycle 2.Problem Solving Framework a)Small Group Problem Solving b)Individual Problem Solving Essential Components…

Problem Solving Framework 1. Problem Identification- What’s the problem? 2. Problem Analysis- Why is it occurring? 3. Intervention Design/Implementation- What are we going to do about it? 4. Response to Intervention- Is it working? Tier I Tier II Tier III

“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