1. Maximizing Success for ALL Students: Expanding Our Approach to Response to Intervention

2. Robert Crowe Vice President 135 S. Rosemead Blvd. Pasadena, CA 91107 P. 626.744.5344 Cell 626.831.4246 bcrowe@actionlearningsystems.com Becky Salato Director Response to Intervention 135 S. Rosemead Blvd. Pasadena, CA 91107 P. 626.744.5344 Cell 951.453.9563 bsalato@actionlearningsystems.com

3. High Performing Districts/Schools Believe: All students can learn Success breeds success We control the conditions of success

4. What Conditions DO WE Control? The Focus Principle Focus on what ALL students should know and be able to do successfully. The focus of a school includes clearly defined performance standards across the disciplines and through the grade levels. The Alignment Principle Align all programs, practices, procedures, and policies to what we want ALL students to know and be able to do. The Expectations Principle Expectations are high for ALL stakeholders (students, teachers, administrators, staff, and parents). What we expect, align, and allocate time to is “what we will get.” The Opportunity Principle Opportunity for ALL stakeholders (students, teachers, administrators, staff, and parents) at their highest potential is ensured by schools and districts that provide increased time, duration, frequency, and access to research-based strategies known to increase achievement.

5. Value-Added Growth Goals ALL Students Can Learn.ALL English Learners Can Learn English. ALL Diploma-Bound Students Can Graduate from High School. Goal #1 Students will increase a minimum of one performance level per year until Advanced. Goal #2 English learners will increase a minimum of once language proficiency level per year until reclassified FEP. Goal #3 Increase High School graduation rate.

6. Response to Intervention Response to Intervention is a systematic, data- driven approach to instruction that benefits every student. RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions depending on a student’s responsiveness to increasing levels of intervention. –National Center on Response to Intervention

7. Academic Learning Time Nearly anyone can learn anything that is considered critical–if the learning is broken down into its essential “units” of understanding and if the limit of time is removed. “When time is the variable and learning is the constant, virtually all students can learn well.” –Benjamin Bloom

8. Academic Learning Time

9. The Nature of the Intervention Changes with Each Tier Increasing intensity achieved by: a)Teacher-centered, systematic, explicit (scripted) instruction b)Conducting it more frequently c)Adding to its duration d)Creating smaller and more homogenous student groupings e)Relying on instructors with greater expertise Conducted with a strong component of Data Analysis Always with a focus on transitioning back to less support NOT A LIFE SENTENCE

10. A Three Tiered Model Tier 3 (Intensive) Few students (theoretically). Intensive and comprehensive intervention. Replaces core. High Intensity, in-depth skills analysis. Structure includes direct, interactive instruction, mastery strategies, and scaffolds. Frequent assessment. Tier 2 (Strategic) Some students. Support that supplements but does not supplant the core curriculum and is based on student needs as identified by ongoing progress monitoring. Skills mastery and frequent assessment. Tier 1 (Benchmark) Most students. Preventive and proactive. Responsive, quality instruction with ongoing progress monitoring within the general education classroom. Who?What?Time? just at or at grade-level within 2 years below grade level 2 + years below grade-level (chronically under- performing) academic-level standards (alternative core) grade-level standards with extra support grade-level standards + ++ +++

11. English/Language Arts Content Standards Mastery Opportunities as expressed by the Reading/Language Arts Framework for California Public Schools and the Essential Program Components The Right Classfor the Right Amount of Timewith the Right Instructional Materials Benchmark Students in the benchmark group are generally making good progress toward the standards but may be experiencing temporary or minor difficulties. Benchmark English learner Grade K: 1 hour daily Grades 1-3: 2.5 hours daily Grades 4-6: 2 hours daily Grades 6-8: 1 to 2 hours daily Grades 9-12: 1 period per semester ELD: Up to one hour daily Program 1: Reading/Language Arts Basic Program Program 2: Reading/Language Arts—English-Language Development Basic Program Strategic Students in the strategic group may be one or two standard deviations below the mean according to the results of standardized testing. Strategic English Learner Up to one extra hour daily ELD: Up to one hour daily Program 1: Reading/Language Arts Basic Program Program 2: Reading/Language Arts—English-Language Development Basic Program Intensive Students in the intensive group are seriously at risk as indicated by their extremely and chronically low performance on one or more measures. Intensive English learner 2.5 to 3 hours daily ELD: Embedded Program 4: Intensive Intervention Program in Reading/Language Arts Program 5: Intensive Intervention Program for English Learners * Program 3: Primary Language/English-Language Development Basic Program is the ELA and ELD core program for Benchmark and Strategic students being taught in the primary language

12. Mathematics Content Standards Mastery Opportunities as expressed by the Mathematics Framework for California Public Schools and the Essential Program Components The Right Classfor the Right Amount of Timewith the Right Instructional Materials Benchmark Students in the benchmark group are generally making good progress toward the standards but may be experiencing temporary or minor difficulties. Grade K: 30 minutes daily Grades 1-6: 60 minutes daily Grades 6-8: 50-60 minutes daily HS Algebra I: 1 period SBE-Adopted Basic Core Materials Strategic Strategic students are defined as demonstrating proficiency of mathematics standards within two grade levels and are unable to master grade- level standards. Grade K: 15-30 extra minutes Grades 6-7: 30-60 extra minutes Grades 8: 30-60 extra minutes HS Algebra I: 1 extra period SBE-Adopted Basic Core Ancillary Materials Intensive For grades four through seven, students needing intensive intervention are defined as demonstrating proficiency of mathematics standards below two grade levels and are unable to master grade-level standards. For grade eight, mathematics intensive intervention students are defined as those who are achieving below seventh-grade mathematics standards. Grades 4-7: 15-30 extra minutes Grades 6-7: 30-60 extra minutes Grades 8: 1 period HS Algebra I: 1 period SBE-Adopted grades four through seven Intensive Intervention Materials. These materials are not designed as a curriculum to replace basic core instruction. The intensive intervention materials are to be used when additional intervention support is needed. SBE-Adopted Algebra Readiness program. This program is a one-period, stand-alone, intensive program to prepare students to enter into grade- level Algebra I core classroom supported by an additional class of strategic support the following school year.

13. Student Schedule Benchmark (just at or at grade level) 1 Core ELA 2 Core Math/Algebra 3 Science 4 History-Social Science 5 Elective 6 PE Strategic (within 2 years below grade level) 1 ELA Support 2 Core ELA 3 Algebra Support 4 Core Algebra 5 Science and/or History 6 PE Intensive (2+ years below grade level) 1 ELA State-Adopted Intervention 2 ELA State-Adopted Intervention 3 ELA State-Adopted Intervention 4 Math 5 Math Support 6 PE Achievement-Driven Structure and Support

14. How Can We Control the Conditions of Success? Perceived System ConstraintPossible Solutions Grading and Report Cards Seat Time and Calendar Placement Scheduling and Grouping Teacher Assignment Curriculum Pacing Guides Data Warehouse and Reporting Systems Student Labels

15. Response to Intervention For school- and district-wide success, all students must be correctly placed in the right class (program and instruction) for the right amount of time with the right teacher.

16. Organized Abandonment What do we STOP doing? What do we KEEP doing? What do we START doing?

17. Next Steps