1. Response to Intervention: A Standards- aligned System for Student Success High Quality Standards-aligned Curriculum and Research-based Instruction

2. Training Outcomes Participants will: Assess the alignment of their core programs to the PA Standards Define the term scientifically-based Identify effective principles of design and delivery of core instruction Develop an awareness of criteria used to evaluate core reading and math programs Analyze strengths and weaknesses of core reading and math programs Develop an action plan to strengthen the district’s existing core reading program

3. Goal A standards-aligned curriculum delivered with fidelity using differentiated, effective instructional practices should meet the needs of 80% of students!! Core programming and instruction is the foundation of all that follows in the RtI process. Without this solid base, all later instructional decisions are suspect.

4. Core Programs: Serve as the base of reading/math/behavior instruction Provide complete instruction in the key components of reading/math/behavior Are designed for all settings and all students Are preventive and proactive Incorporate a high probability of student proficiency (80%)

5. Core Programs also: Align student materials and assessments Provide small and large group instructional activities Scaffold to support initial learning and transference of skills Provide ongoing cumulative review

6. Questions Is my core curriculum standards-aligned? Is my core program research based? Is my core instruction differentiated to meet the needs of all learners? Is my core instruction delivered using effective instructional practices? Is my core instruction delivered with fidelity? How can I know this??

7. Implementation of a School-wide Approach to Address the Reading, Mathematics and Behavioral Needs of All Students Conduct Benchmark/Outcome Assessment for All Students ( PSSA, PVAAS, 4 Sight, Formative Assessments), Universal Screening of Academics and Behavior is Conducted for All Students; Continuous Progress Monitoring; Progress Monitoring Data used to drive instruction and intervention.; All students receive the Standards aligned Core Curriculum. ALL Staff (Gen, Sp Ed, Title, ESL) Assume an Active role in Instruction in the Curriculum ALL Students Receive High Quality, Research-Based Instruction in the General Education Setting; High- Quality Instruction and Intervention Using Data to Inform Instruction, Ensure that Researched- Based Instruction and Intervention Strategies are Implemented with Fidelity Support Resources and Materials along with Supplementary Interventions are Necessary to Help Students Not Making Sufficient Progress Research-Validated Interventions are Implemented Based on the Type, Level and Intensity of the Individual Student’s Need SAS and RtI: The Connection

9. Pennsylvania ’ s Standards-Aligned System

10. Is our core curriculum standards aligned?

11. Standard-alignment ‘Look fors’ 1.Evidence of an annual planning process that reviews PSSA Proficiency, PVAAS and local data analyzing proficiency on standards and eligible content within and across grade levels. Are there curricular holes for all or any subgroup? PSSA (PSSA Data Interaction, GROW Network) PVAAS Other Assessments (DIBELS, 4Sight, Discipline Referrals, Drop out Rate, etc.

12. Phase 1 ORGANIZE and REVIEW DATA RtI –Data driven process Phase 1 ORGANIZE and REVIEW DATA RtI –Data driven process Phase 2 ANALYZE DATA and DISCOVER “Root Cause” RtI –Data teaming process Phase 2 ANALYZE DATA and DISCOVER “Root Cause” RtI –Data teaming process Phase 3 PLAN SOLUTION *RtI Strategy Phase 3 PLAN SOLUTION *RtI Strategy *RtI connection: The RtI strategy may be used as one of the “vital few” research validated strategies to assist schools with improving student performance. Figure 1: The Three Phases of a Continuous Improvement Planning Framework  Summative Assessments  Formative Assessments  Perceptual/Demographic Data Phase 1 ORGANIZE and REVIEW DATA Phase 2 ANALYZE DATA and DISCOVER “Root Cause” Phase 3 PLAN SOLUTION Main Idea  Multiple data sources  Balance of local and state assessments  Current state of student achievement, based ONLY on student data  Highest-priority Areas of Strength and Areas of Concern  Underlying causes of current state of student achievement  Potential improvement strategies  Student achievement improvement targets  Action Sequence…in 1-2-3-4-5 Steps! Key Components  PSSA Data  PVAAS Data  4Sight Assessments (or equivalent)  Locally relevant assessments  Guiding Questions for “root cause” analysis  “Vital few” research-based or promising strategies  NCLB/AYP target  Action Sequence:  Step 1: DATA  Step 2: DESIGN  Step 3: DELIVERY  Step 4: DEVELOPMENT OF PEOPLE  5:DOCUMENTA-TION

13. Standard-alignment ‘Look fors’ 2.Evidence of periodic curriculum mapping in reading and math. 3.Evidence anchors and eligible content are addressed in teacher lesson planning. 4.Evidence teachers understand the flow of the curriculum and standards within and across grade levels.

14. Standard-alignment ‘Look fors’ 5. Evidence of effective use of 4Sight, DIBELS, AIMSweb or other benchmark systems 6. Grade level planning sessions that set grade- wide goals to achieve benchmark targets in reading, math and/or behavior.

15. Complete the Standards- aligned Core Program Component of the Core Program Review Tool

16. Is our core program research-based?

17. What is Scientifically-Based Research? Definition Activity NCLB 2001 IDEA 2004 Reading First

18. Scientifically-Based Research True scientific model Long–term duration Sampling procedures Researcher bias Contrast with other educational research

19. Reading MUST Explicitly Address: Key elements of scientifically-based core programs includes explicit and systematic instruction in the following: – Phonological Awareness – Phonics – Fluency – Vocabulary – Comprehension

20. Math MUST Address Concept Standards; – Numbers and Operations – Measurement – Geometry – Algebraic Concepts – Data Analysis and probability

21. As well as: Process Standards: – Problem Solving – Reasoning and Proof – Communication – Connections – Representations

22. As Well as: The Five Strands of Mathmatical Proficiency – Conceptial Understanding – Procedural Fluency – Strategic Competence – Adaptive Reasoning – Procedural Disposition

23. Behavior Characteristics Expected behaviors are defined and explicitly taught across all settings and supported by all staff. A system of school-wide positive behavior support is in place. Effective instructional practices are the base of effective positive behavior support. Data gathering process for skills addressed in the behavior core (School-wide Information System, etc)

24. Behavior Characteristics Expectations and consequences are consistent, known and understood by staff and students. A system is in place to positively reinforce appropriate student behavior. Staff utilizes de-escalation techniques with inappropriate student behavior.

25. Program Evaluation Resources  PSSA Blueprint Florida Center for Reading Research. [Website.] http://www.fcrr.org/ http://www.fcrr.org/ Oregon Reading First. [Website] http://oregonreadingfirst.uoregon.edu/ http://oregonreadingfirst.uoregon.edu/  What Works Clearinghouse  www.whatworks.ed.gov/ www.whatworks.ed.gov/

26. Program Evaluation Resources  Best Evidence Encyclopedia  www.bestevidence.org www.bestevidence.org  K-12 Mathematics Curriculum Center  National Council of Teachers of Mathematics  National Science Foundation  www.comap.com/elementary/projects/arc www.comap.com/elementary/projects/arc  National Math Panel  www.ed.gov/about/bdscomm/list/mathpanel/in dex.html www.ed.gov/about/bdscomm/list/mathpanel/in dex.html

27. Research-based ‘Look fors’ 1.Evidence of consideration of research-based issues in the material selection process. 2.Evidence supplemental programs were selected/implemented to fill gaps in the core programs selected. 3.Evidence of professional development around the critical research features of reading and math content.

28. Complete the Research-based Core Program Component of the Core Program Review Tool

29. Is our core instruction differentiated to meet the needs of all learners?

30. Differentiated Instruction Seeks to “... provide varied learning options in a classroom to make curriculum and instruction the best possible fit for learners who, though they have many things in common, differ in some important ways from one another.” (Tomlinson, 1998)

31. Differentiation means: Meeting the needs of all students through: Whole Group Instruction Small Group Instruction – Same Ability Small Group Instruction- Mixed Ability Student Pairs One on One

32. What Happens? In a differentiated classroom, the teacher plans and carries out with assistance varied approaches to content, process, and product in anticipation of and response to student differences in readiness and/or interest.

33. Differentiated Instruction ‘Look fors’ 1.Evidence the staff has received training in differentiated instruction and co-teaching. 2.Evidence the teachers have received the student data they need to plan for differentiated instruction.

34. Differentiated Instruction ‘Look fors’ 3. Evidence the schedule provides for planning time to facilitate differentiated instruction? 4. Evidence the schedule provides for ‘all hands on deck’ resources during reading and math instruction.( All staff is available to support core instruction)

35. Complete the Differentiated Instruction Component of the Core Program Review Tool

36. Is our core instruction delivered using effective instructional practices?

37. Remember: Effective Instruction

38. 10 Effective Teaching Principles 1.Engaged Time 2.High Success rates 3.Opportunity to learn content 4.Direct and supervised teaching 5.Scaffolded instruction 6.Critical forms of Knowledge 7.Organizing, storing and retrieving knowledge 8.Sameness taught 9.Strategic Instruction 10.Explicit Instruction Ellis, E. S., et. al. (2000)

39. 9 Essential Instructional Strategies 39 1.Identifying similarities and differences 2.Summarizing and note taking 3.Reinforcing effort and providing recognition 4.Homework and practice 5.Nonlinguistic representations 6.Cooperative learning 7.Setting objectives and providing feedback 8.Generating and testing hypotheses 9.Cues, questions, and advance organizers Classroom Instruction That WorksClassroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

40. Effective Instruction ‘Look fors’ 1.Evidence of professional development in research-based effective instructional practices. 2. Evidence that implementation of effective instructional practices are monitored and supported by administration and/or peer processes.

41. Complete the Effective Instruction Component of Core Program Review Tool

42. Are all aspects of our core instruction delivered with fidelity?

43. Fidelity of Implementation Core programming and effective instruction are the foundations of all that follows in the RtI process. Without this solid base, all later instructional decisions are suspect. Without fidelity, all bets are off!! How do we know if it is true?

44. Fidelity of Implementation Of the Core Program Of Programs Supplemental to the Core Of research-based Instructional Practices

45. Fidelity ‘Look-fors’ 1. Adequate uninterrupted instruction time Reading-90 minutes Math-60 minute 2. Publisher developed fidelity of implementation checklists. 3. Generic effective instruction checklists (www.pattan.net)www.pattan.net

46. Fidelity ‘Look-fors’ 4. The principal’s observation of teacher performance through classroom visits and observations conducted during the instructional period for the targeted content/ subject area on a regular basis. 5. Checklists of integrity of instruction completed by teachers as self‐check measure. 6. Checklists of integrity of instruction completed among teachers as peer‐check measures. 7. Implementation of checklists by content specialists or curriculum supervisors working with classroom teachers.

47. Complete the Fidelity Component of the Core Program Review Tool. Complete Scoring Summary and set Priorities. Action Plan

48. That Is: Data indicates that the school’s standards-aligned curriculum delivered with fidelity using differentiated, effective instructional practices meets the needs of 80% of students!!

49. Supplemental Activity 1 Carousel Activity on Instructional Design

50. Tier 3: Interventions for A Few Students Tier I: Foundation Standards Aligned Instruction for All Students Tier 2: Interventions for Some Students Culminating Activity

51. Instructional Design Allocation of time Connection to supplemental materials Grouping strategies – Implemented – Flexible Active student engagement Effective classroom management High levels of academic learning time

52. Supplemental Activity 2 Core Reading Program Evaluations Analysis Activity

53. Resources Armbruster, B. & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read. Jessup, MD: National Institute for Literacy. Batsche, G., et al. (2005). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. Brown-Chidsey, R. & Steege, M. (2005). Response to Intervention: Principles and Strategies for Effective Practice. New York: Guilford Press.