1. RESPONSE TO INTERVENTION A schoolwide, systematic, collaborative process in which ALL school resources are seamlessly integrated and singularly focused on the same outcome – to ensure that EVERY student learns at HIGH LEVELS. - Pyramid Response to Intervention, A. Buffum, M. Mattos, Weber

2. PYRAMID OF INTERVENTIONS - Pyramid Response to Intervention, A. Buffum, M. Mattos, Weber

3. Every child has access to all core instruction. CORE, and MORE, and MORE When students miss essential core instruction for intervention, they never catch up. Interventions should not replace a student’s access to core instruction. Students need core instruction AND intervention, not OR.

4. Analyze results and identify students in need of continued and/or intensified intervention(s). Introduce students to learning target. Begin instruction and/or intervention: select an appropriate measure of progress. Identify specific skills and knowledge (learning targets) that remain unmastered. Group students by target for intervention. Analyze results, modify interventions if necessary, & discontinue intervention(s) once mastery has been achieved. Analogy: Child has an earache, but if he gets proper short term treatment, he gets better. If left untreated, it can become much worse. SOME help!

5. Analogy: Child has a condition that needs intensive care, because he is hemorrhaging. Students who are significantly weak in foundational skills necessary to achieve current grade level standards. A LOT of help! Students require intensive, targeted interventions by highly trained staff in identified areas of concern.

6. IMPORTANCE OF TIER 1 INSTRUCTION WHAT THE EXPERTS SAY Tier 1 is a school’s core instructional practices; the teaching and school experiences that all students receive every day. Intervention models are based on the assumption that a school’s core program will meet the educational needs of at least 80% of its students.

7. IMPORTANCE OF TIER 1 INSTRUCTION WHAT THE EXPERTS SAY high quality, research based, core instruction of the state and district standards. provided by the general education teacher and takes place in the general education classroom. effective for 80-90 % of the students. Tier 1 is:

8.  Standards based curriculum  Universal screenings of all students 2-3 times per yr  Progress monitoring of at-risk students by classroom teachers  Differentiated strategies that scaffold instruction based on content, product, process or environment to eliminate gaps in learning A daily 90 min ELA block of instruction with explicit instruction in phonemic awareness, decoding, fluency, vocabulary and comprehension Tier 1 should minimally include:

9. STRENGTHENING THE CORE PROGRAM STRENGTHENS TIER 1 INSTRUCTION Examples include: Differentiating Instruction Determining power standards Analyzing assessment data Ensuring quality teaching and focused staff development Collaborating with colleagues in an established PLC Maximizing instructional time Using programs with fidelity

10. PROFESSIONAL LEARNING COMMUNITIES The very essence of a learning community is a focus on and a commitment to the learning of every student. - Learning By Doing, R. DuFour, R. DuFour. R. Eaker, T. Many

11. PROFESSIONAL LEARNING COMMUNITIES  An on-going process  Continuous job-embedded learning for educators  A constant search for a better way to achieve goals of student learning - “Whatever it Takes!”  Collaborative groups working within a building to ensure all students learn at high levels A PLC is:

12. PROFESSIONAL LEARNING COMMUNITIES A PLC is NOT: A committee A team A book study A meeting that happens regularly

13. Data drives our instruction, so it makes sense that we would use data to support RTI.

14. DATA DRIVEN INSTRUCTION What is it we want our students to learn? How will we know if each student has learned it? How will we respond when students do not learn it? How can we extend and enrich the learning for students who have demonstrated proficiency?

15. WHAT DATA DO WE HAVE? Aimsweb (ELA & Math components) Fountas & Pinnell benchmarks Kindergarten BAS Scholastic Reading Inventory Scholastic Math Inventory Formative/Summative Assessments NYS Assessments

16. HOW CAN WE USE DATA? Benchmark/Assess the students Determine individual student needs Look for consistencies among groups of students Define the areas that need re-teaching Identify opportunities for academic enrichment

17. MOVING FORWARD Build a culture of collective responsibility Establish and Nurture Functioning PLCs Create a schedule that allows for Intervention Blocks Meet the needs of ALL students in every classroom, at every grade level, in every building, throughout the district.