Post on 29-Jun-2018
Placer County Office of Education
Pyramid Response to Intervention RtI, Professional Learning Communities, and How to Respond
When Kids Don’t Learn Mike Mattos
April 24, 2008
7:30 – 8:30 Registration/Coffee Time 8:30 – 10:00 Introductions and Opening Remarks Presentation by Mike Mattos 10:00 – 10:20 Break 10:20 – 12:00 Presentation by Mike Mattos (continued) 12:00 – 1:00 Lunch 1:00 – 2:15 Break 2:15 – 3:30 Presentation by Mike Mattos (continued) Closing Remarks
Mike Mattos is currently the principal of Pioneer Middle School, in Tustin, California. A thriving professional learning community (PLC), Pioneer has consistently ranked among the state’s top schools for student performance and has received national recognition. Accolades include 2007 California nominee for the National Blue Ribbon Schools program; California Distinguished School, 2003 and 2007; and finalist in the state’s Schools to Watch program. Pioneer’s standardized test scores currently rank highest of all Orange County middle schools and in the top 1 percent of the state. The school is featured on www.allthingsplc.info, a comprehensive online resource and community for educators implementing and sustaining PLCs. In addition, Pioneer was one of only eight schools in the nation chosen by Dr. Richard DuFour to be featured in the professional development video series The Power of Professional Learning Communities at Work™: Bringing the Big Ideas to Life. Previously, as principal of Marjorie Veeh Elementary School in Tustin, Mike helped create a powerful PLC that greatly improved learning for all students, with a significant impact on the large population of youth at risk. Over a three-year period, Veeh’s state standardized test results improved by 87 points. Test scores of economically disadvantaged students increased 116 points, while those of Hispanic students increased 144 points. In 2004, Veeh was one of 18 elementary schools in California to win awards as a California Distinguished School and a Title I Achieving School. To achieve success, Mike implements PLC concepts, sustaining a collaborative environment among his staff. His vision has united teachers, counselors, and administrators in a common goal—to educate all students. For his leadership, Mike was recently named the Orange County Middle School Administrator of the Year by the Association of California School Administrators. Mike is coauthor of Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Students Don’t Learn, and a contributor to the anthology The Collaborative Administrator. Mike’s work is also featured in Revisiting Professional Learning Communities at Work™: New Insights for Improving Schools and The Professional Learning Communities at Work™ Plan Book. Mike received his Master of Science in educational administration from National University in Costa Mesa, California, and his Bachelor of Arts in political science from the University of Redlands in California. He completed the National Professional Learning Communities Leaders Academy, and he is a member of the California League of Middle Schools, Middle School Partnership Network, and Computer-Using Educators.
Mike Mattos
Solution Tree 555 North Morton Street Bloomington, IN 47404
888-763-9045 phone 812-336-7790 fax
Look for Updates on Local Events And Resources at the
Placer County Office of Education PLC Website:
www.placercoe.k12.ca.us/plc
Pyramid Response to Interventions
Pyramid Response to Intervention:
RTI, PLCs, andHow to Respond When Students
Don’t Learn!
Mike Mattosmmattos@tustin.k12.ca.us
Pyramid Response to Interventions
Today’s Outcomes:
• Provide a compelling case to create a Pyramid Response to Intervention
• Gain an understanding of the essential characteristics of RtI
• Learn how PLC practices create to foundation necessary to build a PRTI
• Understand the elements of an effective, systematic, site intervention program
• Share proven, practical implementation ideas
• Leave with a plan
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Pyramid Response to Interventions
Workshop Design:
Workshop Norms…
Pyramid Response to Interventions
When all is said and done, the norms of agroup help determine whether it functionsas a high-performing team or becomessimply a loose collection of people workingtogether.
--Goleman
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Our norms…
• Be on time• Honesty• Ask questions• Focus on Results• Urgency
Pyramid Response to Interventions
What is our mission?
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Pyramid Response to Interventions
Our mission is not to:
--meet mandates--raise test scores
Pyramid Response to Interventions
Our Mission…
To assure high levels of learningfor all students!
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Pyramid Response to Interventions
Never in our nation’s history have thedemands on our educational system beengreater or the consequences of failure assevere. Beyond the high-stakes schoolaccountability requirements mandated bystate and federal laws, the differencebetween success and failure in school is,quite literally, life and death for our students.
Pyramid Response to Interventions
Today, a child who graduates fromschool with a mastery of essential skillsand knowledge is prepared to compete inthe global marketplace, with numerouspaths of opportunity available to lead asuccessful life. Yet, for students who failin our educational system, the reality isthat there are virtually no paths ofopportunity.
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The likely “pathways” for studentswho struggle in school are:
1. Poverty2. Welfare3. Incarceration4. Death
Pyramid Response to Interventions
Dropouts on average earn about $12,000per year, nearly 50 percent less than thosewho have a high school diploma
--Rouse/Muenning, 2005: www.centerforpubliceducation.org
Poverty…
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Welfare:
75% of those claiming welfareare functionally illiterate.
http://www.covinaliteracy.org/facts.htm
Pyramid Response to Interventions
Incarceration
Across the United States,82% of prison inmates are dropouts
Ysseldyke, Algozzine, & Thurlow 1992
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Pyramid Response to Interventions
Incarceration
According to the report,Literacy Behind Prison Walls,
70 percent of all prison inmates arefunctionally illiterate or read below
a fourth-grade level.
http://www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf
Pyramid Response to Interventions
Incarceration
85% of juvenile offenders havereading problems.
http://www.literacybuffalo
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Incarceration
Youth in Correctional Facilities
Average age: 15
Average Reading Level: 4th Grade(30% below this level)
www.edjj.org
Pyramid Response to Interventions
Incarceration and Special Education
The incidence of learning disabilitiesamong the general population based onU.S. Dept. of Education and local serviceproviders is around 5%. This is in sharpcontrast with the number of LD studentsin the criminal justice system, estimated
to be as high as 50%.
Bell, 1990: http://findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4
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With such high stakes,educators today are like
tightrope walkers without a safety net,responsible for meeting the needs of every
child with little room for error.
Pyramid Response to Interventions
Our Dilemma:
Our traditional US school systemwas not designed to ensure thatall students learn at high levels
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Characteristics of our traditionalUS school system:
-- Professional isolation (1 room schoolhouse)
-- Few students went to college (10-15%)
-- Our job was to “sort” students (bell curve)
-- Failure is OK…
Pyramid Response to Interventions
Agricultural Jobs in America
In 1870, half of the US population wasemployed in agriculture.
As of 2006, less than 1% of thepopulation is directly employed in
agriculture.
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US Manufacturing Jobs:
1950: 34%
2002: 13%
--USA Todayhttp://www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm
Pyramid Response to Interventions
Our Mission…
To assure high levels of learningfor all students!
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What do we meanby “high” levels
of learning?
Pyramid Response to Interventions
“The high school diploma has becomethe ticket to nowhere.”
James Waller, Face to Face: The Changing State of Racism Across America
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Pyramid Response to Interventions
What do we meanby “high” levels
of learning?
“High School + Plus”
Pyramid Response to Interventions
If our mission is high levels oflearning for all students,
the question is:
Is it possible?
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“Formula for Learning”
TI + T = L
Targeted Instruction + Time = Learning
Pyramid Response to Interventions
Traditional Schools:
TI + T = LTargeted Instruction + Time = Learning
Constant + Constant = Variable
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Pyramid Response to Interventions
Learning Focused School:
TI + T = L Targeted Instruction + Time = Learning
Variable + Variable = Constant
Pyramid Response to Interventions
For all students to learn, we must:
• Start with a highly effective research-basedcore instruction
• Systematically identify students who are notsucceeding in our core program
• Provide these students additional time andsupport until they learned
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High Levels of Learning
Well Prepared Severely At-Risk
Core Instruction Supplemental Help Intensive Support
Pyramid Response to Interventions
Over the past decade, two provenprocesses have been developed to
achieve this goal:
1. Professional Learning Communities
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National Association ofElementary School Principals:
When principals apply NAESP’s sixprofessional standards of instructionalleadership whey will fulfill their primaryresponsibility: leading learningcommunities.
Pyramid Response to Interventions
National Association ofSecondary School Principals:
Breaking Ranks II outlines the need forcurrent high schools to engage in a processof change that will ensure success for everystudent. Its first set of recommendationsand tools focuses on the development of
Professional Learning Communities.
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Pyramid Response to Interventions
National Staff Development Council:
Staff development that improves the learningof all students organizes adults into learningcommunities whose goals are aligned with
those of the school and district.
Pyramid Response to Interventions
National Board ofProfessional Teaching Standards:
In order to take advantage of the broadrange of professional knowledge andexpertise that resides within a school,teachers are members of Professional
Learning Communities.
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National Commission ofTeaching and America’s Future:
The commission recommends that schools berestructured to become genuine learning
communities for both students and teachers;organizations that respect learning, honor
teaching, and teach for understanding.
Pyramid Response to Interventions
NEA KEYS Initiative:
• Shared commitment to high goals
• Collaborative problem solving.
• Continuous assessment of teaching and learning
• Personal and professional learning
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--National Council of Teachers of Mathematics
--National Council of the Teachers of English
--National Science Teachers Association
--American Federation of Teachers
Pyramid Response to Interventions
On Common Ground:
Roland Barth Larry Lezotte
Doug Reeves Jonathon Saphier
Mike Schmoker Dennis Sparks
Michael Fullan Rick Stiggins
Robert Marzano
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In a Professional Learning Community,collaborative teams focus on 3 key questions…
1.What is it we expect students to learn?
2.How will we know when they have learned it?
3.How will we respond when they don’t?
Pyramid Response to Interventions
Pyramid of Interventions
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Pyramid Response to Interventions
Over the past decade, two provenprocesses have been developed to
achieve this goal:
1. Professional Learning Communities
2. Response to Intervention
Pyramid Response to Interventions
Why Adopt an RtI Model?
At first glance, response-to-intervention (RTI) isa method to identify learning disabilities. But,RTI could play a much larger role. It has theability to transform how we educate students– all students. With RTI, students may getthe support they need as soon as they showsigns that they are having difficulty learning,regardless of whether or not they have adisability”
(Council for Exceptional Children, 2007).
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Learning for All
• “Response to Intervention offers the bestopportunity in the past 3 decades to ensurethat every child, no matter how gifted orchallenged, will be equally valued in aneducation system where the progress ofevery child is monitored and individualizedinterventions with appropriate levels ofintensity are provided to students as needed.”
– East (2007)
Pyramid Response to Interventions
Description of RTI Model
• RTI uses a multi-tier model ofeducational resource delivery. Each tierrepresents an increasing intensity ofservices matched to the level of currentstudent need.
• Student intervention outcomes drivedecision-making at every tier of themodel.
• Scientifically-based instruction thatincorporates effective practices
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Pyramid of Interventions Response to Intervention
Pyramid Response to Intervention
Pyramid Response to Intervention
Pyramid Response to Interventions
Where do we start?
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Pyramid Response to Interventions
If a school tried to build anintervention program in isolation of its“core” program, it would be like tryingto build a house, but starting with the
roof—without a proper foundation,no structure can stand.
Pyramid Response to Interventions
3 “Big Ideas” of Being a PLC
1. Focus on Learning
2. Collaborative Culture
3. Focus on Results
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Pyramid Response to Interventions
Big Idea #1
Focus on Learning(instead of teaching)
Pyramid Response to Interventions
Big Idea #1: Focus on Learning…
We accept high levels oflearning for all students as thefundamental purpose of our schooland therefore are willing to examineall practices in light of their impact
on learning.
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Fundamental Assumption:
To have a mission of learning for all…• You must believe all students can
learn at high levels• You must take responsibility to
ensure that all students learn
Pyramid Response to Interventions
A Candid Mission Statement
It is our mission to help kids learn IFthey are conscientious, responsible,attentive, developmentally ready, fluentin English, and come from homes withconcerned parents who take an interestin their education.
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Pyramid Response to Interventions
A Candid Mission Statement
Our mission is to create a school with anunrelenting focus on learning; failure isnot an option. But, ultimately, it will bethe responsibility of the student and hisor her parents to take advantage of theopportunities for learning.
Pyramid Response to Interventions
A Candid Mission Statement
Our mission is to take credit for theaccomplishments of our highestachieving students and to assign blamefor low performance to others.
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A Candid Mission Statement
It is our mission to ensure the comfortand convenience of the adults in ourorganization. In order to promote thismission, we place a higher value onindividual autonomy than we do onensuring that all students learn. We willavoid any change or conversation thatmight create anxiety or discomfort orinfringe on individual autonomy.
Pyramid Response to Interventions
Importance of Culture
Structural innovation cannot beunderstood and should not be
undertaken, without consideringschool culture.
Fred Newmann
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If you intend to introduce a change thatis incompatible with the organization’sculture, you have only three choices:modify the change to be more in line withthe existing culture, alter the culture tobe in line with the proposed change, orprepare to fail.
David Salisbury and Daryl Conner
Pyramid Response to Interventions
If our mission is high levels oflearning for all students,
the question is:
Is it possible?
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Pyramid Response to Interventions
Effective Schools Research:
Ron Edmonds, Larry Lezotte, WilburBrookover, Michael Rutter, and othersconcluded that:
• All Children Can Learn• Schools control the factors to assure
that students master the core of thecurriculum
Pyramid Response to Interventions
What Works in Schools:
An analysis of research conducted overa thirty-five year period demonstratesthat schools that are highly effectiveproduce results that almost entirelyovercome the effects of studentbackgrounds
Robert Marzano, What Works in Schools, 2003
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90/90/90 Schools
--Doug Reeves
Pyramid Response to Interventions
Restructurevs.
Reculture
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Pyramid Response to Interventions
Essential Questions:
Do you believe all students can learn at highlevels, and do you take responsibility to
ensure that all students learn?
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Pyramid Response to Interventions
3 “Big Ideas” of Being a PLC
1. Focus on Learning
2. Collaborative Culture
3. Focus on Results
Pyramid Response to Interventions
Essential Questions:
Do you have frequent,collaborative time embedded in
your professional day?
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Pyramid Response to Interventions
In a Professional Learning Community,collaborative teams focus on 3 key questions…
1. What is it we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t?
Pyramid Response to Interventions
In a Professional Learning Community,collaborative teams focus on 3 key questions…
1. What is it we expect students to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t?
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Pyramid Response to Interventions
But don’t we already have state standards?
Pyramid Response to Interventions
Teams should identify 8–10 essentialstandards per semester thatall students will master.
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Criteria for SelectingEssential Standards
1. Endurance2. Leverage3. Prepare for the next level
--Dr. Doug Reeves
Pyramid Response to Interventions
When identifying an essential standard,we would clearly:
1. Define the standard…2. Determine rigor level for student proficiency3. Identify prior skills needed4. Select of common assessment5. Schedule when the standard will be taught
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Essential Standards and Common Assessments
Standard # Standard/Description Example/Rigor Prior Skills Needed Common Assessment When Taught
Pyramid Response to Interventions
Essential Questions:
Have you clearly defined what allstudents should learn?
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Pyramid Response to Interventions
Keys to Implementing RtI
–Collective Responsibility &Problem Solving
–Effective Core Program– Universal Screening & Progress Monitoring– Timely, Research-Based Interventions– Intervention Efficacy and Fidelity– Decision Protocols
Pyramid Response to Interventions
RTI and PLCs
RTI
CollectiveResponsibility
PLCs
Focus on Learning
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Pyramid Response to Interventions
RTI and PLCS
RTI
Effective CoreProgram
PLCs
Collaborative Culture,
Collective Inquiry,
What do we want studentsto learn?
Pyramid Response to Interventions
3 “Big Ideas” of Being a PLC
1. Focus on Learning
2. Collaborative Culture
3. Focus on Results
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Pyramid Response to Interventions
Big Idea #3: Focus on Results
To guide your site interventions, you need:
– timely and frequent information on theachievement on your students
– in meeting an agreed-upon standard(s)– on a valid assessment– in comparison to others
-DuFour, DuFour & Eaker
Pyramid Response to Interventions
To guide our intervention program,common assessment information must tell us :
1. Which students mastered/did not master
specific essential standard(s)
2. Which instructional practices worked/did not
work best
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School Performance Report
Far BelowBasic
Below Basic Basic Proficient Advanced
0.00% 0.00% 6.67% 13.33% 80.00%
Pyramid Response to Interventions
Classroom Performance Summary Report
Student Name Num.Correct
Perc.Correct
Student 1 30 100%
Student 2 29 96%
Student 3 13 43%
Student 4 30 100%
Student 5 19 63%
Student 6 30 100%
Student 7 27 90%
Student 8 28 93%
Student 9 25 83%
Student 10 25 83%
Average: 26.2 87%
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Classroom Standards Report
StudentName
Num.Correct
Perc.Correct
LS2.d
LS2.c
LS2.a
LS2.b
LS2.e
Student 1 30 100% 100% 100% 100% 100% 100%
Student 2 29 96% 100% 67% 100% 100% 100%
Student 3 13 43% 33% 0% 100% 100% 100%
Student 4 30 100% 100% 100% 100% 100% 100%
Student 5 19 63% 33% 33% 100% 100% 100%
Student 6 30 100% 100% 100% 100% 100% 100%
Student 7 27 90% 100% 100% 100% 100% 100%
Student 8 28 93% 67% 67% 100% 100% 100%
Student 9 25 83% 67% 100% 100% 100% 100%
Student 10 25 83% 100% 33% 100% 100% 100%
Averages: 26.2 87% 82% 78% 100% 97% 100%
Pyramid Response to Interventions
Classroom Teacher Report
Teacher A Teacher B Teacher C Teacher D Teacher E
LS 2.d 82% 89% 90% 90% 79% 86%
LS 2.c 100% 75% 80% 82% 71% 82%
LS 2.a 100% 100% 100% 100% 73% 95%
LS 2.b 97% 93% 96% 100% 82% 94%
LS 2.e 100% 83% 86% 91% 80% 88%
ClassAverages:
96% 91% 90% 88% 77% 89%
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Essential Questions:
Do you have frequent, commonformative assessments to measure
student learning?
Pyramid Response to Interventions
Keys to Implementing RtI
– Collective Responsibility/Problem Solving– Effective Core Program
–Universal Screening &Progress Monitoring
– Timely, Research-Based Interventions– Intervention Efficacy and Fidelity– Decision Protocols
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Universal Screening
• Primary purpose - to determine whichstudents need more time and support.
• Also provides information:– Benchmark data norms for grade levels, schools,
the district.– Effectiveness of the curriculum for most students;
for subgroups.
Pyramid Response to Interventions
Universal Screening
Symptoms vs Causes:
Universal Screening tells us which kids are“sick”…it does NOT usually tell us why!
Answering this question will probably takeadditional diagnostic assessments
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93
80% of your studentsshould be here
15% of your studentsshould be here
5% of your studentsshould be here
Three-Tier Model of School SupportsThree-Tier Model of School Supports
Pyramid Response to Interventions
3rd Grade Math
Addition and Subtraction 0-18
0
10
20
30
40
50
60
70
JohnSue
Steve
Sherry
BridgetMike
Larisa
CarleyTomEliasTyler
Evan
Zane
Kadon
Jasmine
NicoleGina
Cardenas
TiffanyKris
ShermanAaronSkye
Graham
Roxann
Dig
its C
orr
ect
in T
wo
Min
ute
s
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3rd Grade
Addition and Subtraction 0-18
0
10
20
30
40
50
60
70
JohnSue
Steve
Sherry
Bridget
Mike
Larisa
Carley
TomElias
Tyler
Evan
Zane
Kadon
Jasmine
NicoleGina
Cardenas
TiffanyKris
Sherman
Aaron
Skye
Graham
Roxann
Dig
its C
orr
ect
in T
wo
Min
ute
s
Pyramid Response to Interventions
Universal Screening
• Short, quick, easy-to-administer probes– Aligned to curriculum– Measure basic academic skills
• Tied to state academic standards• Typically administered schoolwide in
kindergarten• Fall, winter and spring (or more often)
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Pyramid Response to Interventions
Universal Screening• Tools to Consider
– Curriculum-Based Measurement Warehouse• (www.interventioncentral.org)
– DIBELS (Dynamic Indicators of Basic Early Literacy Skills)• (http://dibels.uoregon.edu)
– STEEP (System to Enhance Educational Performance)• (www.isteep.com)
– AIMSweb• (www.aimsweb.com)
– Measures of Academic Performance• (www.nwea.org)
Pyramid Response to Interventions
Progress Monitoring
• Brief assessments are conducted frequently• Assessment occurs throughout the intervention• Results are evaluated to determine whether student
response to intervention is adequate• Allows for continuous tracking of student progress• CBMs are frequently used for progress monitoring
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Progress Monitoring
Pyramid Response to Interventions
Progress Monitoring
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Pyramid Response to Interventions
Progress Monitoring
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Case Study: Joshua
Joshua’strend-lines
instructionalchanges
Joshua’sgoal-line
X
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Pyramid Response to Interventions
CPM Progress Monitoring Materials
• AIMSweb/Edformation• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)/Sopris West• EdCheckup• Monitoring Basic Skills Progress/
Pro-Ed, Inc.• STAR/Renaissance Learning• Test of Silent Word Reading Fluency/Pro-Ed., Inc.• Test of Word Reading Efficiency/Pro-Ed., Inc.• Yearly ProgressProTM/McGraw-Hill• Research Institute on Progress Monitoring, University of Minnesota• Vanderbilt University
Pyramid Response to Interventions
Progress Monitoringwww.studentprogress.org
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Pyramid Response to Interventions
RTI and PLCS
RTI
Universal Screening &
Progress Monitoring
PLCs
Focus on Results,
How do we know if ourstudents are learning?
Pyramid Response to Interventions
If we believe all kids can learn…
–What is it we expect them to learn?–How will we know when they have
learned it?–How will we respond when they don’t
learn?
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Pyramid Response to Interventions
If we build a systematicintervention program withineffective individualintervention programs, all wehave done is guarantee allstudents access to what doesnot work.
Pyramid Response to Interventions
“Traditional” Interventions…
• Up to each teacher…
• Remedial Classes
• Summer School
• Retention
• Special Education
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Pyramid Response to Interventions
Special Education’s “Wait to Fail” Modelis Fatally Flawed:
–National Redesignation Rate: 1.8%
–National drop-out rate for specialeducation students: 31.2%
Pyramid Response to Interventions
Why Adopt an RtI Model?
• Answering this question requires us tolook back into history.– 1975, PL 94-142
• Identifying students with handicappingconditions denied access to public education
– “Child Find”
• Procedural safeguards as a major componentof identification process
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Pyramid Response to Interventions
Why Adopt an RtI Model?
• What was not a focus?– Little or no attention paid to student
outcomes, either academic or behavioral.– Students with disabilities were
systematically excluded from assessmentsystems.• No systems developed for assessing these
students.
Pyramid Response to Interventions
Why Adopt an RtI Model?
• U.S. Dept. of Education focused uponincidence rates– The entire focus for a quarter of a century
was upon identification and placement, notabout effective interventions.
– The system failed to ask “ how is thestudent doing?”• Many teachers did, but the system was focused
elsewhere!
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Pyramid Response to Interventions
Why Adopt an RtI Model?
• Successful academic outcomes are notachieved by “waiting for students tofail” but are instead achieved bysystematically applying these questionsto our work.
Pyramid Response to Interventions
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Pyramid Response to Interventions
Why Adopt an RtI Model?
• Impact on “Regular Education”– Educators came to understand that when
students failed to learn, it was expected(even required) they be referred for specialeducation testing.• “Failure to succeed in a general education
program meant the student must, therefore,have a disability.”
– David P. Prasse, Ph.D., Loyola University, Chicago
Pyramid Response to Interventions
Why Adopt an RtI Model?
• Impact on “Regular Education”– Special education experienced ballooning
enrollments.– General education experienced a narrowing
of expectations for student performance.• We learned to look elsewhere for assistance.
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Pyramid Response to Interventions
Why Adopt an RtI Model?
• After 25 years of “refer, test, place,”something needed to be done.– Reform needed to be systematic
(understood by both regular and specialeducation teachers).
– RtI emerged as a REGULAR EDUCATIONINITIATIVE.
Pyramid Response to Interventions
“Learning CPR”
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Pyramid Response to Interventions
CPR: Cardio-Pulmonary Resuscitation…
– Urgent, “Life Saving” Process– Reseach-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
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Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
Pyramid Response to Interventions
Urgent—
Do we have a sense of urgency whenimplementing interventions?
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Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
Pyramid Response to Interventions
Scientifically Research Based
vs.
Research Based
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Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
Pyramid Response to Interventions
Directive—
Are targeted students required to attendand participate?
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Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
Pyramid Response to Interventions
Timely…
Extended time tolearn essential
standards
Timely schoolresponse when
students don’t learn
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Pyramid Response to Interventions
Timely…
Extended time tolearn essential
standards
Timely schoolresponse when
students don’t learn
Pyramid Response to Interventions
Timely…
Extended time tolearn essential
standards
Timely schoolresponse whenstudents don’t
learn
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Pyramid Response to Interventions
Timely—
How often are students identified for thisprogram?
How often do we evaluate progress?
Does this intervention provide extended learningtime and multiple opportunities for students todemonstrate mastery?
Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
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Pyramid Response to Interventions
Pearl…
Identify students for interventions basedupon the cause of their struggles,
not by the symptoms.
Pyramid Response to Interventions
Targeted…
Students who don’tdo their work
Students who lackthe skills to do theirwork
69
Pyramid Response to Interventions
Targeted…
IntentionalNon-Learner
FailedLearner
Pyramid Response to Interventions
Interventions for Intentional Non-Learners:
• Make them do the work!
• You must care more about them doing thework the they care not to…
• Don’t need highly-trained teachers, butinstead a “tight”, timely process ofaccountability
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Pyramid Response to Interventions
Interventions for failed learners:
• Provide additional time and practice
• Fill learning gaps (Prerequisite Skills)
• Provide “different” instruction
Pyramid Response to Interventions
Students can be both!
intentional non-learner
and
a failed learner
71
Pyramid Response to Interventions
Targeted—
What is the intervention’s intended outcome?
Does it provide differentiated, research-basedinstruction?
Which students should be selected forparticipation? (Intentional Non-Learners or Failed Learners)
Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
72
Pyramid Response to Interventions
Administered by Trained Professionals—
Who will teach or otherwise implement thisintervention?
Do our instructors have the training andresources necessary for success?
Pyramid Response to Interventions
Characteristics of an EffectiveIntervention Program:
– Urgent– Research-Based– Directive– Timely– Targeted– Administered by Trained Professionals– Systematic
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Pyramid Response to Interventions
Systematic Response
• Schools systematically identify, monitor,and revise individual studentintervention needs every three to fourweeks.
• Interventions are part of a system thatensures, no matter to which teacher astudent is assigned, the same thinghappens when they don’t learn.
Pyramid Response to Interventions
Response to Intervention
(RTI)
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Pyramid Response to Interventions
Keys to Implementing RtI
– Collective Responsibility/Problem Solving– Effective Core Program– Universal Screening & Progress Monitoring
–Timely, Research-BasedInterventions
–Intervention Efficacy and Fidelity–Decision Protocols
Pyramid Response to Interventions
Why a Pyramid?
Creating a Tiered-Approach toInterventions
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Pyramid Response to Interventions
All
Some
FewRTI
Continuum ofSupport for
ALL
Pyramid Response to Interventions
Interventions• Scientific, research-based interventions
– “research that involves the application of rigorous,systematic, and objective procedures to obtainreliable and valid knowledge relevant to educationactivities and programs.”
» NCLB• systematic, empirical, rigorous analysis of data, reliable and
valid data, random assignment to groups
• Florida Center for Reading Research– www.fcrr.org
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Pyramid Response to Interventions
Interventions
• Tier I Instruction– All students are screened to find students
at-risk (universal screening)– All students receive Core Program which
includes differentiated instruction– Responsive students remain in Tier I– Unresponsive students move to Tier II
Pyramid Response to Interventions
Interventions• Tier II Interventions
– Creative, flexible scheduling to createsufficient time for small group instruction
– Creative use of personnel– Thirty minutes of additional time and
support, three to four times per week– Weekly monitoring of progress– Responsive students return to Tier I– Unresponsive students move to Tier III
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Pyramid Response to Interventions
Interventions• Tier III Interventions
– More intensive, with frequent individualizedintervention
– Interventions are highly targeted,prescriptive/diagnostic, and focused on causes notsymptoms
– Actual interventions may be the same as in Tier II,but are more frequent and longer in duration
– Progress is monitored even more frequently thanin Tier II
Pyramid Response to Interventions
Interventions
• Interventions become more intensiveby:– Increasing the frequency (5x/week, rather
than 3x/week).– Increasing the duration (50 minutes rather
than 30 minutes).– Decreasing the pupil/teacher ratio.
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Pyramid Response to Interventions
High Levels of Learning
Well Prepared Severely At-Risk
Core Instruction Supplemental Help Intensive Support
Pyramid Response to Interventions
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:Intensive
Interventions
79
Pyramid Response to Interventions
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:Intensive
Interventions
Pyramid Response to Interventions
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:Intensive
Interventions
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Pyramid Response to Interventions
Systematic Support for EL StudentsNative English Speaker “Newcomer”
Tier 1:
1. Identified/TeachEssentialAcademicVocabulary
2. SADIETeachingStrategies
Tier 2:
1. ShelteredClasses
2. Highly-TrainedTeacher
Tier 3:
1. Daily ELD2. Newcomer
Class
Pyramid Response to Interventions
Tier 1: Identified/Teach Essential Academic Vocabulary
SADIE Teaching Strategies
Tier 2: Sheltered Classes Highly-Trained Teacher
Tier 3: Daily ELD Newcomer Class
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Pyramid Response to Interventions
Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:Intensive
Interventions
At Risk
Responsive
Unresponsive
Unresponsive
Responsive
Considerationof SpecialEducationPlacement
Pyramid Response to Interventions
Academic Systems Behavioral Systems
1-5%
Tier 3: Intensive, IndividualInterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration
1-5%Tier 3: Intensive, IndividualInterventionsIndividual StudentsAssessment-basedIntense, durable procedures
5-10%Tier 2: Targeted GroupInterventionsSome students (at-risk)High efficiencyRapid response
5-10%Tier 2: Targeted GroupInterventionsSome students (at-risk)High efficiencyRapid response
80-90%Tier 1: UniversalInterventionsAll studentsPreventive,proactive
80-90% Tier 1: UniversalInterventionsAll settings, allstudentsPreventive, proactive
Three Tiered Model ofSchool Supports
Students
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Pyramid Response to Interventions
Keys to Implementing RtI
– Collective Responsibility/Problem Solving– Effective Core Program– Universal Screening & Progress Monitoring
–Timely, Research-BasedInterventions
–Intervention Efficacy and Fidelity–Decision Protocols
Pyramid Response to Interventions
ElementaryModel PRtI…
83
Pyramid Response to Interventions
School’s Demographics
Pyramid Response to Interventions
School’s Demographics
84
Pyramid Response to Interventions
School’s Performance
API
600
620
640
660
680
700
720
740
760
780
800
820
840
860
880
900
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Year
API
Pyramid Response to Interventions
The Achievement GapDifference Between White and Latino APIs
0
25
50
75
100
125
150
175
200
225
2003 2004 2005 2006 2007
Year
AP
I D
iffe
ren
ce
85
Pyramid Response to Interventions
Pyramid Response to Interventions
Example of TLC StructureABC Elementary School has:
– 120 1st-grade students– 4 1st-grade teachers
Student/teacher ratio is 30:1.
Now, add the following staff:– 1 special day-class teacher– 1 Instructional aide for SDC– 1 resource teacher– 2 instructional aides for RSP– 2 Title I-Funded instructional aides
Student/teacher ratio is 11:1.
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Pyramid Response to Interventions
Language Arts Block
50 Minutes
2 hours
Scaffolding Is Only a Partof Language Arts Instruction
Pyramid Response to Interventions
TLC Scaffolded Instruction
Group 4 (On track)
30 children, 2 teachers/aides 15:1 ratio
Group 5 (Advanced)
35 children, 1 teacher 35:1 ratio
Group 2 (Intensive)20 children, 3
teachers7:1 ratio
Group 1 (Most intensive)
10 children, 3teachers/aides
3:1 ratioGroup 3
(Less intensive)25 children, 2 teachers/aides
12:1 ratio
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Pyramid Response to Interventions
TLC in Action
Pyramid Response to Interventions
TLC in Action
Specialists workacross all gradelevels during theirTLC block.
89
Pyramid Response to Interventions
TLC in Action
Lowest student-teacher ratiosare provided forneedieststudents.
Pyramid Response to Interventions
Scaffolded Instruction
90
Pyramid Response to Interventions
Veeh’s Pyramidof Interventions
Pyramid Response to Interventions
Tier 1• Focus on Literacy (daily, uninterrupted literacy block)
• Daily EL Instruction by CELDT Level
• National Writing Project
• Super Star Writing
• Newcomer/EL Cluster Classes
• GATE Cluster Classes
• Flexible Reading Groups
• Weekly Collaboration Time
• Aligned Curriculum, Instruction, and Assessment
• Frequent, Ongoing Assessment in Reading, Writing and Math
• Feeder School Transition
• “Big Buddies”
• At-Risk Conferences
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Pyramid Response to Interventions
• Schoolwide SMART Goal on Writing, Reading, and Math
• Best Teachers Teaching Students at Risk
• Viking Pride Cards, SOTH, Principal’s Pride Party, Math Pins
• Safe and Orderly Campus
• Student Goal-Setting
• CHOC Van
• Expanded Music Program
• PE Program
• Fun!
• Newcomer Classes
• Parent Institute
Pyramid Response to Interventions
Tier II• Grade-level teams meet weekly toidentify students at risk and provideadditional support
• PE pull-out to re-teach
• Veeh Learning Center
• Reading Specialist groups
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Pyramid Response to Interventions
Tier III• Small Group Reading Specialist Groups
• Barton Reading Program
• SST
• Schedule/Teacher Changes
• Targeted Rewards
• Special Education Testing
Pyramid Response to Interventions
SecondaryModel PRTI
93
Pyramid Response to Interventions
Tier 1:Core Program
Pyramid Response to Interventions
Pioneer Core Program
--All classes meet or exceed state standards.--Schoolwide and team SMART goals--Identified essential standards for every course--Universal screening in reading, writing and math--Common assessments for all essential standards--Universal access to electives--Leveled reading groups
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Pyramid Response to Interventions
Pioneer Core Program
• Open tutorial period (Tues/Thurs)• Lunch or after-school homework help• Quarterly student goal-setting• 6th-grade mentor program• 6th-grade study skills class• Late bus• Online grade access• Career exploration (dream plan)
Pyramid Response to Interventions
Identifyingand
Placing Students
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Pyramid Response to Interventions
Student Identification
• Universal screening in reading, writing,and math
• Teacher recommendation (including“feeder” elementary schools)
• Grades every 3 weeks• Common assessment data
Pyramid Response to Interventions
Student Identification
BEWARE
• Grades don’t always measure learning.• State assessments• “Rigid” placement systems
96
Pyramid Response to Interventions
Tier 2:Supplemental Interventions
“Base-Plus”
Pyramid Response to Interventions
Pioneer Supplemental Program
• Mandatory tutorial• Mandatory homework help• Escorted homework help• Parent-contact or progress report• Fall and spring “at-risk” conferences• One-on-one mentor• New student buddies
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Pyramid Response to Interventions
Pioneer Supplemental Program
• Double-block math• Newcomer ELD• AVID• Sheltered classes• Teacher change• Zero-period PE• Honors and accelerated classes
Pyramid Response to Interventions
Progress Monitoring and Decision Protocols
• Every 3 weeks-- Teacher recommendation (Grades)-- Common assessment data-- District Benchmark Testing-- Universal Screening again at semester
98
Pyramid Response to Interventions
Tier 3:
Intensive Interventions
Pyramid Response to Interventions
Student Identification
• Intervention team meeting• Student study team• Parent conference• Common assessment data
99
Pyramid Response to Interventions
Pioneer Intensive Program
• Intensive core support• Intensive math support• Intensive responsibility support• Intensive reading instruction• Mandatory tutorial• Mandatory homework help• Student contracts
Pyramid Response to Interventions
Progress Monitoring and Decision Protocols
Weekly to Daily
-- Intensive classes provide daily monitoring-- Common assessment data
-- Teacher Recommendations every 3 weeks
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Pyramid Response to Interventions
Pyramid of InterventionsAdlai Stevenson High School
Tier 1– Counselor watch– Summer program– Good friend– Freshman mentor program– Progress report– Student support team
Pyramid Response to Interventions
Pyramid of InterventionsAdlai Stevenson High School
Tier 2– Mandatory tutoring– Weekly progress report– Guided study– Mentor program– Student support groups– Case study evaluation
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Pyramid Response to Interventions
One Creative Schedule…
Pyramid Response to Interventions
Collaborative Learning
• Describe your school’s Pyramid• How does it work (push in, pull out,
after school, etc)• What is working?• What are your greatest challenges?
102
Pyramid Response to Interventions
What if Tier 1, 2, and 3don’t work?
Now, we may consider specialeducation testing.
Pyramid Response to Interventions
Pioneer’sDocumentation Process
103
Pyramid Response to Interventions
Where do we start?
Pyramid Response to Interventions
Two Options to Consider:
While building the foundation…
1. Focus on one essential standard2. Start by focusing on intentional
non-learners
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Mattos 08
Creating a PLC Foundation: Current Reality and Steps to Success
Essential Question(s) Your Current Reality Desired Outcome (Long Team Goal)
First Steps… (Short Team Goal)
Big Idea #1: A Focus on Learning
Do we believe all students can learn at high levels? Will we take responsibility to make this a reality?
Big Idea #2: Collaborative Culture-- Frequent team collaboration time during the professional day
Is the collaboration time during the teacher’s professional day? Is it required? How often do collaborative teams meet?
Norms: Has each team identified team norms? Are they reviewed at every meeting? Is there a “norm check” procedure?
Collective Inquiry How are decisions made at your site? Are “learning” decisions made after creating shared knowledge?
What do want our students to learn?
Have collaborative teams clearly defined essential learning outcomes?
Big Ideas #3: A Focus on Results Common Assessments—How will we know if our students are learning?
Have collaborative teams created common assessments to measure essential standards? Do the assessment results show on how each student did on individual essential standard? Is common assessment data shared in comparison to others?
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Mattos 08
2008-2009 First Semester Team Collaboration Outcomes
Our Mission: To maximize every student’s academic potential and personal responsibility. School SMART Goal: All students will demonstrate mastery of their coursework essential standards by the end of the 2008/2009 school year. To achieve this goal, we agree to be “tight” about the following team outcomes: Norms
By September 10, teams will collaboratively create/revise their team meeting norms. Norms will be reviewed at every meeting, and revised as needed.
Smart Goal(s)
By September 10, teams will write a SMART goal(s) for the year. Teams will work interdependently and hold each other mutually accountable to achieve
the goal(s). Essential Standards
By October 8, teams will collaboratively identify essential learning standards (no more than 10) each course of study.
Identified standards should prepare students for success at the next level of study. For each standard, the team will write the standard in kid-friendly terms, determine the
level of rigor, identify prior skills/academic vocabulary needed, create/select the common assessment that will be used to measure student mastery, and determine when the standard will be taught.
Common Assessments
Common assessments will be given to measure student mastery of essential standards. Teams will collaboratively create at least one common assessment. Teams will collectively use the “5” common assessment guiding questions when
reviewing common assessment results. Intervention/POI/Tutorial
Teachers will refer at-risk students to the Pyramid of Interventions every three weeks. Teams will offer weekly tutorial support.
Student/Parent Communication
Teachers will update grades at least once ever three weeks. Each student will monitor his/her progress towards meeting their essential standards.
Areas of Staff Learning:
Best Grading Practices Engaging/Connecting students to Pioneer
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Mattos 08
Team Goal-Setting Plan
Team/Department: ____________________________________ What is our team’s “current reality”? (Areas of strength and potential areas of focus) Based upon our current reality, we have identified the following area of focus to improve student learning… We have collectively created the following SMART goal(s) to address this area of focus: To achieve this goal…. Action Steps: What steps or activities will be initiated to achieve this goal? Designation: Who will be responsible? Time Frame: What is a realistic timeframe for each step/activity? Outcomes/Evidence: What outcomes on student learning do we expect? What evidence will we have to show that we are making progress. This goal was created collectively, and we are committed to achieving this goal…. (Team Signatures)
110
Mattos 08
What is it we expect students to learn? Identifying Essential Standards
Grade Level: _______ Subject: _________________Team Members: _________________________________________________
1. Standard/Description 2. Example/Rigor 3. Prior Skills Needed 4. Common Assessment
5. When Taught?
1. Standard: What is the essential standard to be learned? Describe in student-friendly vocabulary. 2. Example/Rigor: What does proficient student work look like? Provide an example and/or description. 3. Prior Skills Needed: What prior knowledge, skills, and/or vocabulary is needed for a student to master this standard? 4. Common Assessment: What assessment(s) will be used to measure student mastery? 5. When will this standard be taught?
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Mattos 08
2007/2008 Second Semester Essential Standards
Course Title: ALGEBRA 1 Team Members: Jackie Martin, Bre Welch, Jackie Stoerger, Mary Hingst
Standard # Standard/Description Example/Rigor Prior Skills Needed Common Assessment When Taught
2.0 10.0
Students understand and use the rules of exponents. Students multiply and divide monomials
Simplify:
3 7
9
510
x yxy
Multiplying monomials and polynomials (Chapter 4)
Chapter 4 CA Feb.
11.0
Students apply basic factoring techniques to second-and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.
Factor completely: 1. 3a2 – 24ab + 48b2 2. x2 – 121 3. 9x2 + 12x +4
Multiplying and dividing monomials and polynomials. (Chapter 4 and Chapter 5: Sec 1-3)
Chapter 5 CA Feb.
12.0
Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.
Simplify:
316 8+2 2
2
4 43 6
x xy yxy y− +
−
Factoring by finding GCF, difference of two squares, and trinomials. (Chapter 5)
Chapter 6 CA March
2.0
Students understand and use the operation of taking a root and raising to a fractional power.
Simplify: 316 8+
Understanding rational and irrational numbers and prime factoring.
Chapter 11: Sec 3, 4, 5 CA
March
14.0
Solve a quadratic equation by factoring or completing the square.
Solve by completing the square: x2 + 4x = 6
Factor quadratics (Ch. 5) and simplifying radicals (Ch. 11)
Chapter 12: Sec 1-4 and Chapter 5 Sec 12 CA
Late March
21.0
Students graph quadratic functions and know that their roots are the x- intercepts.
Graph: y = x2 – 3x – 4 and state the x intercepts.
Solving quadratic equations by factoring, completing the square and quadratic formula. (Chapter 12)
Chapter 8: Sec 8 and pg 389 CA
April
112
Mattos 08
Essential Standards Student Tracking Chart
Essential Standard Common Assessment Date Passed Teacher Initials
Standard 4.0 I can solve equations in one variable.
Standard 5.0 I can solve multi-step problems involving linear equations in one variable and provide justification for each step.
Equations Test (sections 3-1 through 3-3, 3-5, 7-3, and 10-5)
Standard 6.0 I can graph a linear equation and compute the x and y intercepts.
Standard 7.0 I can write linear equations given points on a line.
Ch. 8 Test (sections 8-1 through 8-5) Standard 8.0 I understand the concepts of parallel and perpendicular lines and how their slopes are related. I can find the equation of a line perpendicular to a given line that passes through a given point.
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Mattos 08
Essential Standards: US History
Standard # Standard/Description Example/Rigor Prior Skills Needed Common Assessment When Taught
8.1.1
Describe the relationships between the moral/political ideas of the Great Awakening & the Enlightenment and the development of revolutionary fervor.
Prompt: Describe how the movements GA/E lead to the development of revolutionary fervor.
Define & Understand
The Great Awakening
Enlightenment
Venn Diagram: Compare/Contrast movements with written analysis
1st Quarter: Sept.
Resources: Holt Ch. 2
8.1
Understand the major events preceding the American Revolution.
Cause and Effect Relationships
Timeline of Events- illustrated & annotated
1st Quarter: Sept./Oct.
Resources: Holt Ch. 3
8.1.2
Analyze the philosophy of government expressed in the Declaration of Independence. (individual rights)
Test Question-
Which of the following is not an unalienable right?
7.6.5 Experience analyzing historical documents
(Magna Carta)
Analysis of primary source document: The Declaration of Independence
Identify key phrases-“All men are created…
unalienable rights
1st Quarter: October
Resources: Holt Ch.3
8.2.5
Understand the significance of religious freedom within the First Amendment and the importance of separation of church and state.
Why did the Supreme Court overturn Tinker vs DesMoines?
Understand the various elements of the 1st Amendment
1st Amendment Case Study-
Research Case, prepare visual & present
1st Semester
Nov.
8.2.7
Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, purpose of majority rule, ideas of American constitutionalism.
How does the legislative branch check the executive branch?
Understand the three branches of government as well as the idea of checks and balances.
Constitution Test
2nd Quarter
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Mattos 08
Common Assessment Desired Outcomes We give common assessments so we can…
• Identify specifically which students did not demonstrate mastery of essential standard(s): Because we give common assessments to measure student mastery of essential standard(s), common assessments should identify students that need additional help and support. Additionally, if an assessment measures more than one essential standard, then the test results must provide more than an over-all score for each student, but also delineate specifically which standards each student did not pass. Essential Question: Specifically which students did not demonstrate mastery?
• Identify effective instructional practices: Because our teachers have autonomy in how
they teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allows each teacher to compare their students’ results to other teachers who teach the same course. Essential Question: Which instructional practices proved to be most effective?
• Identify patterns in student mistakes: Besides using common assessment results to
identify best instructional practices, this data should also be used to determine ineffective instructional practices. When analyzing the types of mistakes that failing students make, patterns emerge that can point to weaknesses or gaps in the initial instruction.
Essential Question: What patterns can we identify from the student mistakes?
• Measure the accuracy of the assessment: Through a careful item analysis of the
assessment, a team can determine the validity of each test question. Over time, this will build a team’s capacity to create better assessments.
Essential Question: How can we improve this assessment?
• Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of
learning for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.
Essential Question: What interventions are needed to provide failed students additional time and support?
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Mattos 08
Classroom Proficiency Far Below Basic Below Basic Basic Proficient Advanced
0.00% 0.00% 6.67% 13.33% 80.00%
Classroom Performance Summary Report Science7 -
Genetics Unit Test
Student Name
Num. Correct
Perc. Correct
Student 1 30 100% Student 2 29 96.67% Student 3 13 43.33% Student 4 30 100% Student 5 19 63.33% Student 6 30 100% Student 7 27 90% Student 8 28 93.33% Student 9 25 83.33% Student 10 25 83.33% Student 11 30 100% Student 12 30 100% Student 13 25 83.33% Student 14 30 100%
Student 15 30 100%Averages: 26.2 87.33%
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Mattos 08
Student Name
Num. Correct
Perc. Correct
LS 2.d
LS 2.c
LS 2.a
LS 2.b
LS 2.e
Student 1 30 100% 100% 100% 100% 100% 100% Student 2 29 96.67% 100% 67% 100% 100% 100% Student 3 13 43.33% 33% 0% 100% 100% 100% Student 4 30 100% 100% 100% 100% 100% 100% Student 5 19 63.33% 33% 33% 100% 100% 100% Student 6 30 100% 100% 100% 100% 100% 100% Student 7 27 90% 100% 100% 100% 100% 100% Student 8 28 93.33% 67% 67% 100% 100% 100% Student 9 25 83.33% 67% 100% 100% 100% 100% Student 10 25 83.33% 100% 33% 100% 100% 100% Student 11 30 100% 100% 100% 100% 100% 100% Student 12 30 100% 100% 100% 100% 100% 100%Student 13 25 83.33% 33% 67% 100% 100% 100% Student 14 30 100% 100% 100% 100% 100% 100% Student 15 30 100% 100% 100% 100% 100% 100%
Averages: 26.2 87.33% 82% 78% 100% 97% 100%
Teacher A Teacher B Teacher C Teacher D Teacher E LS2.d 82% 89% 90% 90% 79% 86% LS2.c 100% 75% 80% 82% 71% 82% LS2.a 100% 100% 100% 100% 73% 95% LS2.b 97% 93% 96% 100% 82% 94% LS2.e 100% 83% 86% 91% 80% 88%
Class Averages:
96%
91%
90%
88%
77%
89%
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Mattos 08
Pioneer Middle School’s Pyramid Response to Interventions
Support for All Students • Open tutorial period (Tues/Thurs) • Lunch/After school homework help • Quarterly student goal-setting • 6th grade mentor program • 6th grade study skills class • Late bus • Online grade access
Core Curriculum • All classes meet/exceed state standards • School-wide & team SMART goals • Identified essential standards for every course • Universal access to electives • Common assessments for all essential standards • School-wide recognition programs • Leveled reading groups
School Structures • Safe and orderly campus • “REAL Wildcat” expectations • Weekly collaboration (LSW) • Common team prep periods • Student exploration opportunities
Level 1: Core Program
Student identification by teacher recommendation every three weeks; Common Assessments
Targeted Supplemental Support • Mandatory tutorial • Mandatory homework help • Escorted homework help • Parent contact/progress report • Fall/Spring “At-Risk” conferences • One-on-One mentor • New student buddies
Supplemental Courses • Double-block math • Newcomer ELD • AVID • Sheltered classes • Teacher change • Zero-period PE • Honors/Accelerated classes
Level 2: Supplemental Program
Evaluation of student progress every 1-3 weeks
• Intensive Core Support • Intensive Math Support • Intensive Responsibility Support • Intensive Reading Instruction • Mandatory Tutorial • Mandatory Homework Help • Student Contracts
Level 3: Intensive Program
Student Study Team
Special Education Testing
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Mattos 08
Pioneer Middle School’s Pyramid Response to Interventions
Intervention Descriptions
Pyramid Level Intervention Targeted Students
Intensity Contract Requirements
Supplemental Mandatory Tutorial
Targeted students are required to attend weekly tutorial sessions. Students are assigned to area(s) of need based on teacher referral.
Failed Learners and Intentional Non-Learners, all subjects
Twice weekly, 27 minutes per session.
Student will be promoted from the intervention once all grades are satisfactory, based upon teacher referral process
Mandatory Homework Help Targeted students are required to attend lunch and/or after school homework help sessions.
Intentional Non-Learners, all subjects
Targeted students assigned 1-10 times per week, depending on need. Lunch HW Help-
25 min. daily After School HW Help-
60 min. daily
Student will be promoted from the intervention once all grades are satisfactory, based upon teacher referral process
Escorted Homework Help Targeted students are escorted by a staff member to assigned lunch and/or after school homework help sessions.
Students failing to attend assigned mandatory support
Targeted students escorted 1-10 times per week, depending on need.
Student will be promoted from the intervention once him/her demonstrates the ability to independently attend assigned interventions
Parent Contact/Progress Reports The parent(s)/guardian(s) of every student referred into the Pyramid will we contacted, provided a progress report of their child’s current academic progress and area(s) of concern.
All students referred to Pyramid
Every 3-4 weeks Student will be promoted from the intervention once all grades are satisfactory, based upon teacher referral process
Fall/Spring At-Risk Conferences Parent/Teacher/Student conferences are held for students in danger of retention and/or failing to respond to interventions. An improvement plan is created.
Students at-risk of retention and/or failing to respond to interventions.
October and March Student will be promoted from the intervention once interventions are successful.
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Mattos 08
Pyramid Level Intervention Targeted Students
Intensity Contract Requirements
Supplemental Interventions continued…
One-on-One Mentor Targeted students assigned a one-on-one student mentor. Mentor can provide academic peer-tutoring and/or assistance with peer acceptance
Failed learners, Intentional Non-learners, and/or students with peer/social concerns.
As needed Successful remediation of targeted concern
New Student Buddies Student new to Pioneer are assigned a student “buddy” to help with transition and to learn the “Wildcat Way”
New students As needed N/A
Double-Block Math Classes Two period math class the meets the same curriculum, scope, sequence, and timeline at the equivalent one period, grade level math class. The additional time provides the teacher the opportunity to utilize different instructional practices, teach pre-requisite skills, and provided additional time and support for students to master essential standards
Failed Learners in math
Daily, 2 periods Student will be promoted from the class once the teacher determines that the student can perform
successful in the equivalent one-period
course
Newcomer ELD Class provides intensive English language development (ELD) to targeted students
Students not fluent in conversational English. (CELDT level 1 & 2)
Daily, three periods Student will be promoted from the class once the teacher determines that the student can perform successful in sheltered
and/or standard courses. AVID ©
College-focused, elective course designed to support targeted students’ access to rigorous coursework. Class teaches college/career planning, study skills, and tutorial support of college-prep curriculum.
High ability, low achieving students
Daily, one period N/A
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Pyramid Level Intervention Targeted Students
Intensity Contract Requirements
Supplemental Interventions continued…
Sheltered Classes Science and/or core classes in which clusters of language learning (EL) students with similar language needs are assigned. Teacher is trained to use EL instructional practices. Additionally, peer tutors who speak the cluster students’ native language are assigned to the class to assist.
English Language Learner students transitioning from Newcomer Class
Daily, one to three periods, as needed
Student will be promoted from the class once the teacher determines that the student can perform successful in standard courses
Teacher Change Transfer targeted student to same course, different teacher.
Student in need of a different instructional style and/or a new start
As needed N/A
Zero-Period PE For students assigned to mandatory, academic support electives and/or double-block math classes qualify to take their required Physical Education class before school, thus allowing them to take a student-choice elective during the school day.
Students in a mandatory, academic support elective and/or double block math
As needed Student will be promoted from the class one they
are no longer assigned to a mandatory, academic elective and/or double
block math Honors/Accelerated Classes
For students that have demonstrated advanced mastery of grade-level essential standards, they can qualify for placement in honors/accelerated coursework in math, core, and science.
Students that have demonstrated advanced mastery of grade-level essential standards
Each semester N/A
Intensive Intensive Core Support (ICS)
Mandatory elective course designed to support targeted students’ grade level core class (language arts and social studies). Focus of class is to pre-teach core essential standards, review prerequisite skills needed to master core essential standards, and provided extended time to learn core essential standards.
Failed Learners in Language Arts & Social Studies
Daily, 1 period To be promoted from the class, student must
demonstrate mastery of grade level core essential standards, as well as the
ability to learn future core essential standards
without intensive support.
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Pyramid Level Intervention Targeted Students
Intensity Contract Requirements
Intensive interventions continued…
Intensive Math Support (IMS) Mandatory elective course designed to support targeted students’ grade level math class. Focus of class is to pre-teach grade level math essential standards, review prerequisite skills needed to master grade level math essential standards, and provided extended time to learn grade level math essential standards.
Failed Learners in Math
Daily, 1 period To be promoted from the class, student must
demonstrate mastery of grade level math essential standards, as well as the
ability to learn future grade level math essential
standards without intensive support.
Intensive Responsibility Support (IRS) Mandatory elective course designed to require intentional non-learners to complete all assignments and demonstrate effective study skills.
Intentional Non-Learners
Daily, 1 period To be promoted from the class, student must have
at least a 70% in all classes, have completed
all assignments, have recorded assignments
properly for at least three weeks, and have
demonstrated satisfactory attendance.
Intensive Reading Instruction (IRI) Mandatory elective course designed to increase targeted students’ reading proficiency to grade level. Focus of class is to pre-teach core essential standards, review prerequisite skills needed to master core essential standards, and provided extended time to learn core essential standards.
Failed Learners reading at least two years below grade level
Daily, 1 period To be promoted from the class, student must
demonstrate ability to read at or above grade
level.
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Tutorial Directions
Overview: Tutorial sessions can be used to reteach essential standards, offer pyramid support, provide homework help, make-up
assignments, conference with students, offer enrichment and extra-curricular opportunities, etc… Any student can be required to attend a specific tutorial session. Binder reminders and tutorial stamps will be used to
hold student’s accountable Pyramid of Intervention students will be required to attend tutorial Each departmental team should offer at least one “Open Session” for homework/assignment help Students not required to attend tutorial will earn the privilege to attend an “open” tutorial session, study in the library,
attend “enrichment” opportunities, or earn an extended snack break How does it work:
With 3 minutes left in Period 2, we will make a PA announcement to transition to Tutorial. At this time, all students
should take out their Binder Reminders. Please start by releasing any student that has a “Required Tutorial” stamp in his/her Binder Reminder. Instruct required students to line-up outside the door of their required classroom. Additionally, they are to report
directly to their required class—no stopping at lockers, restrooms, etc. Next, any student who does not have their Binder Reminder will be required to report directly to the back of the MPR
for required Study Hall. Once the required tutorial students are confirmed at their required locations, we will make an announcement for Period
2 teachers to release the students who are not required to attend a tutorial session. Please do not release these students until we make the announcement.
Please check Binder Reminders at the door to make sure that each student has earned this option. Also, please reminder these students that they have three minutes get to get to an “Open Tutorial” offering. They may
not “roam” from offering to offering…they must select one and stay. If you have any questions, please call the office.
Weekly Tutorial Priority Schedule
Tuesday Thursday Week “A” Core PE/Electives Week “B” Math Science
The Pioneer Team Commitment * Community * Collaboration
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Pioneer Tutorial Schedule
Tuesday, October 9th (Priority—Math) Thursday, October 11th (Priority—Science)
Any student may attend an “Open” tutorial. To attend a “Closed” tutorial, you must have “Tutorial Required” stamped in your Binder Reminder and/or prior teacher approval.
Teacher Room Open/Closed Subject Grade Aguilar 602 Open Study Hall for Maan’s Students
Spelling Lesson #2 Test Make-Up 7
Amsbary 504 Open 6th Core Tutorial 6 Arneson 303 Open 6th Grade Earth Science Help 6 Badraun 603 Open Study Hall for Prell’s Students
Spelling Lesson #3 Test Make-Up 7
Bell/Abrahams 502 Open 6th Core Make-Up 6 Billings 702 Open 8th Grade Core: Enrichment 8 Cope MPR Open Drama/Chorus Help 6, 7, 8 Dearborn 703 Closed 8th Core Homework Help 8 Delange Track Closed Mile Run Make-Up 6, 7, 8 Fischer Band Room Open Band/Orchestra 6, 7, 8 Fuggitti 403 Open Clothing/Foods 7,8 Hamamura 503 Open Preposition Review/Make-Up 6 Harkin 405 Open Pre-Algebra Help 7 Hingst 706 Open Tues/Algebra Thurs/ Geometry 7, 8 Holmes 704 Closed 8th Core Homework Help 8 Kaahaaina 407 Open 7th Grade Life Science Help 7 Kozuch 115 Open Study Hall 6,7,8 Kridner MPR Closed Pyramid of Intervention 6, 7, 8 Larson 802 Open 7th Grade Life Science Help 7 Leon Closed 6th Exploratory Language/French 6 & 8 Lippert 505 Open Grammar Review 6 Macias 402 Closed Spanish IA 7, 8 Martin 806 Closed Tues/Algebra Thurs/ Geometry 7,8 Mattos 801 Lab Open Internet Research/AR Tests 6, 7, 8 McCargar Fitness Room Closed Fitness Log Instruction Make-Up 6, 7, 8 Meyers 901 Open Math 6 6 Miranda 701 Closed 8th Core Writing Conference 8 Mittleman 902 Open 8th Core Homework Help 8 Moore Library Open Study Hall 6, 7, 8 Noonan 605 Open Study Hall 6,7,8 Ocegera 501 Open 6th Core Make-Up 6 Payne, Mr. 121 Open Computers/Video Help 6, 7, 8 Payne, Mrs. 101 Open Math 6/PreAlgebra Help 6, 7 Polston 301 Open 6th Grade Earth Science Help 6 Prell 601 Open Study Hall for Aguilar
Spelling Lession #1 Test Make Up 7
Randall 506 Open 6th Core Make-Up 6 Sanchez 705 Open Spanish I/IB 8 Schaer 804 Open Pre Algebra 6,7,8 Shafer 408 Open 8th Grade Physical Science 8 Smith/Egan Plaza Open Study Time/Extended Snack 6, 7, 8 Spiak 401 Open Art/Yearbook 6, 7, 8 Stoerger 805 Closed Algebra & Test Retake 7,8 Thomas 404 Closed Make-Up Science Labs 8 VanHerde Track Closed Mile Run Make-Up 6, 7, 8 Welch 803 Closed 6th Grade Pre-Algebra Help 6
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Evaluating Site Intervention Program Effectiveness
Essential Questions: Urgent: Do we have a sense of urgency when implementing this intervention? Directive: Are targeted students “required” to attend/participate? Timely: How often are students identified for this program? How often do we evaluate progress?
Will this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?
Targeted: What is the intended outcome of this intervention?
Which students should be targeted for participation? Will it provide targeted, differentiated, research-based instruction?
Administered by Trained Professionals: Who will teach/implement this intervention? Do the instructors have the training and/or resources necessary for success?
Systematic: How do we ensure that all students who need this intervention are identified and receive this support? How will students move into and out of the program? How will we know if the intervention is working?
Focus Intervention Program strengths in
comparison to essential characteristics…
Program concerns in comparison to essential characteristics…
Desired Outcome
Alignment Steps
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Pyramid Response to Interventions: Targeting Interventions
Supplemental Level Interventions Intensive Level Interventions
Intentional Non-
Learners
Failed Learners
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PRTI Essential Standard Plan Protocol
The purpose of this activity to assist team/school create a PRTI process to ensure that a group of students master a specific, targeted essential standard. The steps are:
1. Identify the targeted standard: Using the format and essential questions from the activity, Identifying Essential Standards (Appendix, Page XX), identify the essential standard to be learned. To work best, this should be a high-leverage, essential standard.
2. Universal Screening: Answer the following questions and record your responses in the appropriate box.
a. What skills/concepts related to the target standard should be measured prior to core instruction.
b. Who will administer the assessment?
c. When will the assessment be administered?
d. What assessment will be used?
e. Once the assessment is administered, what information was gained to help guide core instruction and preventive interventions?
3. Prior Skills Needed: Answer the following questions and record your responses in the appropriate box.
a. What prior skills are needed by a student to have a high likelihood of mastering the targeted standard? (These skills can be measured in the universal screening tool.)
b. For students lacking in prerequisite skills, how and when will the skill(s) be taught to them prior to initial instruction on the targeted standard?
c. When will the assessment be administered?
d. What assessment will be used to measure student mastery of the prior skill(s)?
e. What research-based practices will be used to teach the prior skill(s)?
4. Tier 1 Core Instruction: Answer the following questions and record your responses in the appropriate box.
a. What skills/concepts related to the target standard will be taught during the Tier 1 core instruction?
b. Who will teach the core instruction?
c. When will the core instruction be taught?
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d. What formative common assessments will be used to measure student progress during core instruction?
e. What research-based instructional practices will be used to teach the core instructioin?
5. Tier 2 Supplemental Interventions: Answer the following questions and record your responses in the appropriate box.
a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after the Tier I core instruction?
b. Who will teach the interventions?
c. When will the interventions be offered?
d. What assessment(s) will be used to monitor student progress in each intervention?
e. What research-based instructional practices will be used for failed learners?
6. Tier 3 Intensive Interventions: Answer the following questions and record your responses in the appropriate box.
a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after Tier II supplemental interventions?
b. Who will teach the interventions?
c. When will the interventions be offered?
d. What assessment(s) will be used to monitor student progress in each intervention?
e. What research-based instructional practices will be used for failed learners?
7. Universal Screening:
a. What universal screening tools will be used to assess all student in reading, writing, and math?
b. Who will administer the assessment?
c. When will the assessment be administered?
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8. Tier I Core Program:
a. What research-based instructional practices/programs will be used in your Tier I Core program?
b. How will Tier I instruction be differentiated to meet the individual needs of students?
c. What formative common assessments will be used to measure student progress during core instruction?
9. Student Identification Process and Progress Monitoring:
a. How will students be identified for supplemental interventions?
b. What criteria will be used to place students in the appropriate intervention?
c. Who will place students in interventions? How often?
d. How will student progress be monitored? By who?
10. Tier 2 Supplemental Interventions:
a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after the Tier I core instruction?
b. What assessment(s) will be used to monitor student progress in each intervention?
c. What research-based instructional practices will be used for failed learners?
11. Progress Monitoring & Decision Protocols:
a. How will students be identified for intensive interventions?
b. What criteria will be used to place students in the appropriate intervention?
c. Who will place students in interventions? How often?
d. How will student progress be monitored? By who?
12. Tier 3 Intensive Interventions:
a. What interventions will be provided to intentional non-learners and failed learners that did not demonstrate mastery after Tier II supplemental interventions?
b. Who will teach the interventions?
c. When will the interventions be offered?
d. What assessment(s) will be used to monitor student progress in each intervention?
e. What research-based instructional practices will be used for failed learners?
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13. Decision Protocol:
a. How will students be identified for special education testing?
b. What criteria and assessment data will be used to make this determination?
c. Who will make this decision?
Helpful Hint: To start, a team may find it helpful to put individual interventions on “post-it” notes. This makes it easier to move interventions around the chart while discussing possibilities.
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PRTI Essential Standard Plan
Grade Level: _______ Subject: _________________ Team Members: _________________________________________________
1. Target Essential Skill/Standard: _______________________________________________________________________________________
2. Universal Screening Administered By Administered When Assessment Tool Assessment Findings:
3. Prior Skills Needed (Prevention)
Taught By Taught When Assessment Tool Research Based Instructional Practices
To Be Used
4. Tier I Core Instruction (Goal: 75%+ Proficient)
Taught By Taught When Assessment Tool (Progress
Monitoring)
Research Based Instructional Practices
To Be Used
5. Tier II Supplemental Interventions (Core-Plus)
Taught By Taught When Assessment Tool (Progress
Monitoring)
Research Based Instructional Practices
To Be Used
Failed Learners:
Intentional Non-Learners:
6. Tier III Intensive Interventions
Taught By Taught When Assessment Tool (Progress
Monitoring)
Research Based Instructional Practices
To Be Used
Failed Learners:
Intentional Non-Learners:
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Creating a PLC Foundation (Page 175)
Focus on Learning Collaborative Culture Focus on Results
Response to Intervention Universal Screening Diagnostic Assessments Progress Monitoring
Decision Protocols
Tier 1 to Tier 2 Tier 2 to Tier 3 Tier 3 to Special Education
Learning CPR (Page 186) Intentional Non-Learners: Failed Learners:
Pyramid Response to Intervention
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Tier 3 Intensive Program
Decision Protocol
Special Education Testing
Pyramid Response to Intervention
Tier 1 Core Program
Decision Protocol
Tier 2 Supplemental Program
Decision Protocol
Universal Screening & Diagnostic Assessments
Decision Protocol: Tier 1 to Tier 2 Who: Frequency: Monitoring: Criteria:
Decision Protocol Essential Questions: 1. Who: Who needs to be part of the collaborative, problem solving
team(s) to identify student in need of additional time and support? 2. Frequency: How often will the team(s) meet? 3. Monitoring: Who will monitor each student’s progress? What tools
(assessments) will be used? 4. Criteria: How much growth is enough? How long will we try the
intervention before considering changing interventions?
Decision Protocol: Tier 2 to Tier 3
Who: Frequency: Monitoring: Criteria:
Decision Protocol: Tier 3 to Special Education Who: Criteria: Frequency:
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