1. Selecting Tier 2 Interventions and Strategies Date Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network Insert name(s) here

2. NETWORKING 2012-13 REVIEW I-RtI Network

3. Review 2012-13 Networking : -Problem-solving process at Tier 1 -Integrating state initiatives -Evidence-based teaching practices (e.g., John Hattie) -Fidelity of assessment and instruction at Tier 1 -The following are a selection of slides from 2012-13… One of the best ways to remember something is to test yourself.

4. Did the plan work? What will we do? Why is it happening? What is the problem? Effective Instruction Cycle Illinois RtI Network

5. What is expected? All students meet common core standards & behavioral outcomes What is occurring? ___% of students meeting expectations based on district determined accountability & screening assessments What is the context? ___ school level ___ grade level ______ subject/domain ___ classroom level Problem Identification: What is the problem? Illinois RtI Network

6. Problem Analysis Across the Tiers Analysis at the District/School/Grade/ Class Level At Tier 1: If too many students are NOT proficient as a result of implementing the core curriculum, an analysis of factors most related to effective implementation of a good core curriculum is undertaken. (NASDSE, 2006).

7. CURRICULUM Content of materials Difficulty level of materials Sequencing Organization Perceived relevance INSTRUCTION Instructional philosophy Instructional approach or method(s) Expectations/objectives Clarity & organization Pace Opportunities for practice Duration of continuous instruction Nature & frequency of feedback Academic engaged time Classroom Management Factors Impacting Tier 1: ICEL Curriculum Instruction Learner Environment Illinois RtI Network

8. ENVIRONMENT Arrangement of the room Furniture/equipment Rules Management plans Routines Expectations Peer context Peer and family influence Task pressure LEARNER Appropriateness of curriculum and instruction Perception of learning environment Academic skills Social/behavioral skills Adaptive behavior skills Motivation Medical Issues Illinois RtI Network Factors Impacting Tier 1: ICEL

9. What is the goal? Based on why, what will we do differently? What has the highest likelihood of success? How will we monitor progress & fidelity? What resources (TOOLS, TRAINING, SUPPORT) are needed? Plan Development What will we do? Illinois RtI Network

10. Instructional Planning Form (IPF) Instructional StrategiesMaterialsArrangementTimeMotivational Strategies SkillTeaching Strategy Student Name_______________________ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon Illinois RtI Network

11. INSTRUCTIONAL STRATEGIES: HIGH IMPACT FACTORS Tier 1 Plan Development 11

12. A useful resource… John Hattie, Australian researcher and statistician Visible Learning (2009) and Visible Learning for Teachers (2011) Examined influences on achievement from 800+ meta-analyses, 50,000 studies, 200+ million students Effect size—common metric

13. Teacher as “activator” or “facilitator”? From presentation by John Hattie An activator Reciprocal teaching Feedback Teaching students self-verbalization Meta-cognition strategies Direct instruction Mastery learning Goals –challenging Frequent / effects of testing Behavorial organizers ES.74.72.67.67.59.57.56.46.41 A facilitator Simulations and gaming Inquiry base teaching Smaller class sizes Individualised instruction Problem-based learning Different teaching for boys and girls Web-based learning Whole Language Reading Inductive Teaching ES.32.31.21.20.15.12.09.06.06.60.17

14. Go for it! Providing formative evaluation of programs Feedback to students and feedback from students Vocabulary instruction Study skills instruction

15. Go for it! Response to Intervention Mastery learning and Direct Instruction Reciprocal teaching Classwide peer tutoring

16. Differentiation is about… What we teach How we teach How students show what they know Reminder…

17. Danielson Framework and Evidence- Based Teaching Practices HOW We Teach

18. Response to Intervention… The Framework

19. What is Plan Evaluation – Did our plan work? 19

20. Fidelity SASED, 2013

21. Decision Rules Team defines how much growth is enough before implementing plan. Determines if, then scenario. – Time bound – If don’t meet decision rule, then action steps are modified and/or more support is provided Evaluate progress toward goal(s) & compare to decision rule.

22. Example Tier 1 Decision Rules If hallway referrals have not decreased by at least 25% in the first quarter, then will review plan fidelity and modify the plan as needed. If all schools have not created an action plan to address the identified issue(s) in the classrooms (e.g., increase OTRs or +/- interactions)by January 31, 2013, then will provide additional coaching support to address barriers. Will provide additional PD in curriculum materials if less than 40% of students meet the average ROI for their grade level on the Winter benchmark assessment.

23. Evaluating Progress Toward Goal Compare decision rule to the progress monitoring data Evaluate progress toward goal(s) & compare to decision rule.

24. Outcomes for Today Participants will: Discuss and identify critical features and criteria for selecting Tier 2 interventions. Begin an evaluation of their district process for selecting Tier 2 interventions.

25. CRITICAL FEATURES AND CRITERIA FOR TIER 2 INTERVENTIONS/STRATEGIES I-RtI Network

26. Common Language and Definition Tier 2 includes strategies and interventions designed to provide a limited, but targeted, supplemental support system for groups of students who are not meeting grade-level performance standards.

27. Activity: Critical Features of Tier 2 Interventions/Strategies Divide into groups of 3-4 people Have groups write on chart paper the features they look for when selecting a Tier 2 intervention or strategy After about 10 minutes, hand out the Selecting Tier 2 Interventions Checklist and have them compare their responses. What should be added to the checklist? What might they have missed in their discussion? Are there items on the checklist they disagree with? After about 10 minutes, discuss with the group.

28. Discussing Items on the Checklist 1.Efficacy vs. effectiveness 2a. “I do it. We do it. You do it.” Anita Archer 2b. Instructional design 2c. Strong conceptual basis 2d. Extra opportunities for practice

29. Discussing Items on the Checklist 2e. Cumulative review 2f. Frequent feedback 2g. Motivators 2h. Fading 2i. Communicating to parents

30. Discussing Items on the Checklist 3a. Complexity 3b. Time required 3c. Materials 3d. Cost 3f. Measuring effectiveness

31. Discussing Items on the Checklist 4a. Fill in gaps in core program 4b. Address student needs 4c. Support students with core 4d. Communication among staff

32. Activity: Treatment Acceptability/Teacher Resistance Provide a definition of treatment acceptability from the treatment acceptability thesis. As a group, discuss ideas about treatment acceptability should or should not guide intervention selection. Have participants individually read the highlighted portions of the treatment acceptability thesis and the teacher resistance article. Discuss implications of the information on selection of Tier 2 interventions/strategies.

33. Activity: Similarities and Differences Discuss as a large group or in small groups: – Think about selecting quality Tier 1 practices and strategies: What features do you look for when selecting quality Tier 1 practices and strategies? How is this similar or different from the features you look for in Tier 2 interventions and strategies?

34. How are you feeling about your knowledge of criteria for selecting Tier 2 interventions/strategies? I am more confused now about selection criteria than when I got here. I have about the same understanding of our work as when I got here. I have a better understanding of selection criteria than when I got here. Questions/Comments

35. DISTRICT PROCESS FOR SELECTING TIER 2 INTERVENTIONS/STRATEGIES I-RtI Network

36. Where do you best fit? Decide which description best describes you. Go to that corner of the room that matches your description. Discuss with your small group any knowledge you have about how your district selects interventions/strategies. If you have no knowledge about district processes, discuss your ideas for improving the situation. Source: Innovations 2011- Building Level Strand

37. Reflection Activity Review the Process Guide for Selecting Interventions On a piece of paper, put a line down the middle and on one side write: What are we currently doing? (to select interventions/strategies) On the other side write: What can we do to improve our process for selecting interventions/strategies? Write your notes and share ideas as a group.

38. Activity: RtI/MTSS Manual Discussion Discuss as a large group or in small groups: – What might be good for your RtI/MTSS manual with regards to a process for selecting interventions/strategies? – Does anyone already have this in their manual? – What are the advantages of including this in your manual?

39. “Genius is the ability to put into effect what is on your mind.” F. Scott Fitzgerald

40. How are you feeling about ideas for a process for selecting Tier 2 interventions/strategies? I am more confused now about selection processes than when I got here. I have about the same understanding of selection processes as when I got here. I have a better understanding of selection processes than when I got here. Questions/Comments

41. Closing Activities Network Evaluation ISBE Evaluation