1. TES Faculty Meeting 4/26/07 RTI in TES’ PLC

2. Response to Intervention in Our PLC 3 Critical Questions: 1.What do we want each student to learn? 2.How will we know when each student has learned it? 3.How will we respond when a student experiences difficulty in learning?

3. Linking It ALL Together PLC  High Expectations  Classroom Assessment for Learning  Assess for Success  Close the achievement gap = STUDENT ACHIEVEMENT

4. Being Smart vs. Getting Smart Fixed intelligence vs. untapped potential Intelligence is incremental Thinking is treating task difficulty as part of the learning challenge Challenges are part of the learning journey Hurdles not brick walls

5. Core Principles of RTI Use all available resources to teach all students Use scientific, research-based interventions Monitor classroom performance Conduct universal screening/benchmarking Use multi-tier model of service delivery at increasing levels of intensity Make data-based decisions using a problem solving/standard protocol Monitor progress frequently

6. Classroom Assessment that Works “…the most important factor affecting student learning is the teacher. Effective teachers appear to be effective with students of all achievement levels, regardless of the level of heterogeneity in the classrooms.”  Sanders, W. (1997) Effective teachers believe all students can achieve

7. What do effective teachers do? Well-designed practice activities Comparison activities Communicating learning goals Using multiple representations to present knowledge (concrete to abstract) Effective teachers know their children

8. Core Principles of RTI Use all available resources to teach all students Use scientific, research-based interventions Monitor classroom performance Conduct universal screening/benchmarking Use multi-tier model of service delivery at increasing levels of intensity Make data-based decisions using a problem solving/standard protocol Monitor progress frequently

9. Assess for Success Formative vs. Summative Assessment Summative Evaluative in nature Final exams The “autopsy” – Diagnosis too late Formative Common in nature Ascertains the learned curriculum (what the teacher has taught) The “physical”- Provides timely information necessary to address identified needs

10. Each Day Is a Journey Towards the Next We adjust our instruction as we gain information about our students Probe and ask questions to find out what they need to know based on plans for unit of study Use formal and informal assessments throughout the unit to get there

11. Core Principles of RTI Use all available resources to teach all students Use scientific, research-based interventions Monitor classroom performance Conduct universal screening/benchmarking Use multi-tier model of service delivery at increasing levels of intensity Make data-based decisions using a problem solving/standard protocol Monitor progress frequently

12. Special Education Tier III (5%) Intensive, Individual Interventions Tier II (15%) Selected Interventions Targeted Group Interventions Tier I (80%) Core Instructional Interventions Universal Interventions

13. Tier 1 Core Reading Program Use instructional strategies within classroom and keep data related to core program Enlist support of IST and review universal screening data or obtain baseline data using Curriculum Based Measurement Identify appropriate intervention from Tier II and monitor progress

14. Tier 2 Language supplement Specific skill development in phonemic awareness, phonics, vocabulary, fluency and comprehension Specific reading strategies Multi-sensory methods of instruction Increased intensity in instruction and frequent monitoring

15. Tier 3 Sustained, intensive scientific based reading instruction, including available computer technologies Progress monitoring weekly What if the student still struggles? Compile written intervention plan, documentation, charted data Discuss the fidelity of intervention implementation, student’s rate of progress, and additional intervention or CSE referral

16. IST Benefits for Teachers Provide structured support and assistance to teachers Expand professional repertoire Emphasize professional collaboration Improve instructional planning Provide additional professional resources To reduce inappropriate referrals for full evaluations To enable reallocation of support staff time to directly serving students rather than testing students IST Benefits for Students Meets a broad range of student needs Expands options for ALL students Provides immediate student attention Promotes classroom assessment/curriculum based measurement Provides earlier intervention Improves student performance

17. Process for Effective Intervention

18. Result: Individual Student Intervention Plan

19. Group Activity  Create a list of concerns for your student based on problem statement that has been provided  Swap your list of concerns with another group  Review list of concerns and develop a Goal for student  Complete Student Interventions/Strategies Forms for each (appropriate) Tier

20. Child: Hugh Mifflin Problem Statement: Grade 2 student who reads fluently but has limited comprehension Description: See Below Inside the Classroom Outside the Classroom At Home DRA: Level 18

21. Child: Orton Gillingham Problem Statement: Grade 1 student who has grasp of basic sight words but difficulty decoding independently Description: See Below Inside the Classroom Outside the Classroom At Home DRA: Level 4

22. Child: Dys Lexia Problem Statement: Grade 4 student whose parent expressed concerns that child has difficulty grade level reading text Description: See Below Inside the Classroom Outside the Classroom At Home Grade 3 NYS ELA: Level 3 (borderline)

23. Child: Polly Nomial Problem Statement: Grade 4 student who cannot do multi-step problem solving Description: See Below Inside the Classroom Outside the Classroom At Home Grade 3 NYS Math Test: Level 2

24. Child: Al Gebra Problem Statement: Grade 2 student who have extreme difficulty identifying patterns Description: See Below Inside the Classroom Outside the Classroom At Home Terra Nova Results: Level 2

25. Child: Cal Culia Problem Statement: Grade K student who has no number sense, not even 1-1 correspondence Description: See Below Inside the Classroom Outside the Classroom At Home

26. Child: Danny DoBad Problem Statement: Grade 3 student who is extremely impulsive Description: See Below Inside the Classroom Outside the Classroom At Home

27. Child: Constance Moving Problem Statement: Grade 1 student who cannot attend for any extended period of time Description: See Below Inside the Classroom Outside the Classroom At Home

28. Child: Cybil Splitpea Problem Statement: Grade 4 student who never completes class assignments or homework Description: See Below Inside the Classroom Outside the Classroom At Home Grade 3 NYS ELA and Math: Both Level 3