1. Identify the Problem Solving Process within the RtI framework Identify the three tiers of RtI and discuss how they are reflected within the mathematics classroom Identify ways of assessing students Identify ways of evaluating students Measurable Objectives

2. How are the actions of a physician related to teaching?

3. Problem Solving is a dynamic process 3 Devising a Plan to Solve the Problem 3 Implementing a Solution Plan 4 Reflecting on the Problem: Looking Back 1 & 2 Understanding the Problem 1-accurate problem identification 2-problem analysis 3-design a plan and implement 4-evaluate effect

4. Problem Solving Process Problem Solving process with RtI: PROBLEM IDENTIFICATION: What is the problem? DEVELOP A PLAN TO ADDRESS “WHY”: Why is it occurring? IMPLEMENTATION: What are we going to do? COLLECTING, ANALYZING, SHARING RESULTS: Is it working? Taken from: http://floridarti.usf.edu/http://floridarti.usf.edu/

5. RtI: Three Tiered Model of School Supports Taken from: http://floridarti.usf.edu/http://floridarti.usf.edu/

6. Multi-tiered Approach 1.The first tier (universal) consists of the core curriculum and general education program which is based on evidence-based practices. The initial task in this process is to assure that the core curriculum is effective for a major portion of the students. 2.After demonstrating that the core curriculum results in success for most students, the second tier (supplemental) consists of supplemental instruction in addition to the core curriculum to support the small groups of students who continue to struggle. Tier two interventions are delivered in a small group format using strategies known to be effective in addressing these learners. 3.Tier three (intensive) interventions are designed to be individualized, long-term interventions for students who have not responded to Tier I and Tier II interventions that have been delivered with a high degree of fidelity. At all tiers, the four-step, PS/RtI process is used to maximize outcomes for students. Taken from: http://floridarti.usf.edu/http://floridarti.usf.edu/

7. Response to Instruction/Intervention RtI 2 is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions to guide instruction. National Association of State Directors of Special Education, 2005

8. Goals of RtI in Florida Modify instruction and implement scientifically-based interventions based on individual needs, with the ultimate goal being student success in the form of increased academic achievement and positive behavior as early as possible. Ensure that students’ difficulties are not due to lack of appropriate instruction. Identify students early. Make informed decisions about what resources are needed to ensure student success by closely monitoring student progress based on up-to-date data. TiR – Thinking is Required

9. Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized, Interventions. Individualized or small group intervention. Tier 2: Targeted, Supplemental Interventions & Supports. More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program. Tier 1: Core, Universal Instruction & Supports. General instruction and support provided to all students in all settings. Revised 10.07.09

10. Three Tiered Model of School Supports in order to meet benchmarks. = These students get these tiers of instruction +

11. Tiers of Service Delivery I II III Problem Identification Problem Analysis Intervention Design Response to Intervention 2

12. RtI & Problem Solving The Problem Solving Approach focuses attention on the instruction, the curriculum, the environment and the learner (ICEL). Steps in the Problem Solving Approach Define – Problem Identification – What is the problem? - determine what the problem is. Analyze - Problem Analysis - Why is it occurring? - analyze the problem using multiple sources of data to determine why this is happening. Implement – Intervention Design – What are we going to do about it? - establish an achievable goal and develop a plan that should be implemented with a high degree of fidelity. Evaluate – Response to Intervention – Is it working? – evaluate the success of the intervention based on data. There should be an increase in student performance and rate of progress, if not, what needs to be changed to better support the student?

13. A Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” BUT “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else. Ken Howell

14. This shift alters everything else… Successful implementation of RtI principles encompass general education first and special education application second. Florida RtI Update

15. Shift in Function of Interventions Test and Place vs. Response to Intervention Intervention   InterventionConsider ESE Intervention   Intervention Intervention Consider ESE If necessary Regular Education Monitor Progress Monitor Progress

16. 10 - 15% Tier I: Instruction and Support Tier I - Assessment Benchmark Assessment Universal Screening-District Curriculum-based Assessments Tier I - Core Instruction Whole-class Instruction Differentiated Instruction and Accommodations 16

17. Multi-Tiered Approach 1.The first tier (universal) consists of the core instruction and general education program which is based on evidence-based practices. The initial task in this process is to assure that the core curriculum is effective for a major portion of the students. 2.After demonstrating that the core curriculum results in success for most students, the second tier (supplemental) consists of supplemental instruction in addition to the core curriculum to support the small groups of students who continue to struggle. Tier two interventions are delivered in a small group format using strategies known to be effective in addressing these learners. 3.Tier three (intensive) interventions are designed to be individualized, long-term interventions for students who have not responded to Tier I and Tier II interventions that have been delivered with a high degree of fidelity. At all tiers, the four-step, PS/RtI process is used to maximize outcomes for students.

18. Core Components of Tier 1 Consensus on core curriculum and instructional methods to meet NGSSS Procedures and ongoing professional development to assure high- quality teaching core curriculum to all students A continuum of instructional approaches and accommodations to differentiate to meet individual student needs within whole class – differentiated instruction Multiple resources (curriculum, technology, and personnel) to continuously enhance instruction, as needed, to meet needs of most students in whole class Procedures for assessment including, but not limited to, continuous progress monitoring and evaluation of student mastery of NGSSS

19. 80 - 90% 10 - 15% 1 - 5% Tier II: Intervention/Support Tier II - Targeted Interventions Targeted Group Interventions Differentiated Instruction & Small Groups to Increase Intensity and Duration (e.g., Tutoring, Supplemental Resources, etc.) Tier II - Assessment Curriculum-based Assessments Classroom Observations Intervention Data (peer group comparison) Tier I - Core InterventionsTier I Assessment

20. Multi-Tiered Approach 1.The first tier (universal) consists of the core curriculum and general education program which is based on evidence-based practices. The initial task in this process is to assure that the core curriculum is effective for a major portion of the students. 2.After demonstrating that the core curriculum results in success for most students, the second tier (supplemental) consists of supplemental instruction in addition to the core curriculum to support the small groups of students who continue to struggle. Tier two interventions are delivered in a small group format using strategies known to be effective in addressing these learners. 3.Tier three (intensive) interventions are designed to be individualized, long-term interventions for students who have not responded to Tier I and Tier II interventions that have been delivered with a high degree of fidelity. At all tiers, the four-step, PS/RtI process is used to maximize outcomes for students.

21. 80 - 90% 10 - 15% Tier III:Intervention/Support Tier II Targeted Interventions Targeted Group Interventions Differentiated Instruction & Small Groups to Increase Intensity and Duration (e.g., Tutoring, Supplemental Resources, etc.) Tier I Core Interventions School-wide Discipline Positive Behavior Supports Whole-class Interventions Tier I Assessments Discipline Data (ODR) Benchmark Assessment Universal Screening Tier II Assessments Curriculum-based Assessments Classroom Observations Intervention Data (peer group comparison) Tier III: Individualized Interventions Academic Intervention Plan Individual Tutoring Intensive Intervention Services Tier III: Assessments Curriculum-based Assessments Progress Monitoring Graph/RtI (Eligibility Assessment)

22. Multi-Tiered Approach 1.The first tier (universal) consists of the core curriculum and general education program which is based on evidence-based practices. The initial task in this process is to assure that the core curriculum is effective for a major portion of the students. 2.After demonstrating that the core curriculum results in success for most students, the second tier (supplemental) consists of supplemental instruction in addition to the core curriculum to support the small groups of students who continue to struggle. Tier two interventions are delivered in a small group format using strategies known to be effective in addressing these learners. 3.Tier three (intensive) interventions are designed to be individualized, long- term interventions for students who have not responded to Tier I and Tier II interventions that have been delivered with a high degree of fidelity. At all tiers, the four-step, PS/RtI process is used to maximize outcomes for students.

23. REMEMBER: The I in RtI RtI is based on the actuality of interventions delivered as intended We cannot assess RtI if the intervention was not implemented as designed Intervention integrity must be ensured and documented Integrity and documentation will become part and parcel of procedural safeguards

24. Student Data is Crucial Make accurate decisions about the effectiveness of general and remedial education instruction/interventions Undertake early identification/intervention with academics and behavioral problems Prevent unnecessary and excessive identification of students with disabilities Make decisions about eligibility for special programs, including special education Determine individual education programs and deliver and evaluate special education services Response to Intervention Blueprints

25. ALL students receive Tier 1 services. The three tiers of service are stacked resources so that they are layered and aligned with each other. Tiers as Resources

26. Alignment of Resources… is critical for students to be able to achieve benchmarks. Emphasis on importance of collaboration in planning and delivering tiers of support. What are your resources? Resource mapping Personnel Materials Time Money How can you effectively use your resources for planning and delivery?

27. Reflect What are your next steps in the implementation of the RtI 2 process at your site? What are the essential questions that you need to consider? What additional questions do you have about the RtI 2 process? RtI holds the promise of ensuring that all children have access to high quality instruction, and that struggling learners are identified, supported, and served early and effectively. RtI Action Network, 2008

28. http://www.florida-rti.org/

29. "Teachers learn to draw connections between their instructional practice and student learning through the deliberate analysis of data.“ ~Elmore, 2005

30. “Observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers. ~Hubbard & Power (1999)

31. Assessment and Evaluation Assessment The process of gathering evidence Evaluation The process of using evidence gathered during assessment to determine the work of, assigning a value to, or making a judgment about…

32. Assessment “Think-Pair-Share” Based on the definition of assessment and evaluation in the previous slide, brainstorm some real life examples of assessment and evaluation outside of the classroom, if it exists. What does “assessment” look like in the typical classroom? What does “evaluation” look like in the typical classroom?

33. Questions to Consider How can I communicate my expectations about my students’ mathematical understanding and the quality of their work? What do I think my students understand at this point? What do they think they understand? How can I communicate to my students and others what I think they understand? ~ NCTM, 2000

34. The Assessment Principle Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. ~NCTM (2000)

35. Types of Assessment Pre- Assessments On-going Assessments Post- Assessments

36. Roles of Classroom Evaluation & Assessment Preliminary Evaluations Screening Pre-Assessments Formative Evaluations Progress Monitoring Ongoing Assessments Summative Evaluations Outcome Measures Post-Assessments Diagnostic Evaluations Diagnostic Ongoing Assessments (Adapted from Oosterhof, 2003)

37. Assess with a purpose. Does the question, task, or activity that I choose raise the mathematical issues I hope it will raise for my students? Does it provide an opportunity for them to show me what they know? ~NCTM, 2000

38. You have a bag of eleven marbles. They are green, yellow, red and blue. There are more green than any other color. There are half as many yellow as blue. There are two more red than yellow. How many of each color are there?

39. Evidence-Based Decisions “Perhaps the most important reason for shifting assessment practices is to make sure our curriculum goals, instructional methods, and assessment practices align.” ~NCTM, 2000

40. ~FLDOE, 2009

62. As you consider evidence-based decision making, can you describe the use of data and assessment within the RtI model? Reflection

63. References Hubbard, R.S., Power, B.M. (1999), Living the questions: A guide for teacher- researchers. Stenhouse Publishers, York, ME. National Center for Educational Statistics. (2005). The Nation’s Report Card: State Mathematics 2005. http://nces.ed.gov/nationsreportcard/pdf/stt2005/2006454IA4.pdfhttp://nces.ed.gov/nationsreportcard/pdf/stt2005/2006454IA4.pdf National Council of Teachers of Mathematics (2000). Mathematics assessment: a practical handbook. Reston, VA: NCTM. National Council of Teachers of Mathematics. (2000). Principles & Standards for School Mathematics. Oosterhof, A. (2003). Developing and using classroom assessments (3 rd ed.). Upper Saddle River, NJ: Merrill. Problem Solving and Response to Intervention. (2008). About problem Solving/Rti. Located at: http://floridarti.usf.edu/.http://floridarti.usf.edu/