Response to Intervention at Brown International Academy Suzanne Loughran Sally Whitelock.
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Transcript of Response to Intervention at Brown International Academy Suzanne Loughran Sally Whitelock.
Response to Intervention
at Brown International
AcademySuzanne LoughranSally Whitelock
Driving Forces of School Change
Shifting From: To:
A teaching focus A learning focus
Teaching as a private practice Teaching as collaborative practice
School improvement as an option School improvement as requirement
Accountability Shared responsibility
Driving Forces of School Change
Shifting From: To:
State Standards Common Core Standards
Discrepancy model for LD RTI model for LD
Curriculum pacing guides Data Driven Decision Making
My students Our Students
Couldn't help it ma, that first step is a a big one!
RTI
“is the practice of providing high-quality research based instruction and interventions matched to student needs, monitoring progress frequently and utilizing student data to make instructional decisions.”
RTI
“is characterized by a systematic approach to allocating resources, whereby students access appropriate levels of support and intervention, given their academic and/or behavioral needs.”
“The goal of the process is accelerating learning for all students, and driven by a belief that all children can learn and achieve high standards as a result of effective teaching.”
Renaissance Learning
RTI
In Colorado a three-tiered delivery system is recommended which groups students with common needs which can be met with more intensive, sometimes different instructional approaches than the core curriculum.
Tier 1
Represents the majority of students (Ideally 80%) predominantly served by the core instructional programs.
Tier 1 instruction includes research-based curricula and instructional strategies that are aligned with Colorado State Standards and Benchmarks. It utilizes flexible grouping and focuses on specific data driven learning targets.
Tier II
Tier II represents a smaller group of students (10-15%) who may require specific interventions to achieve the learning rate necessary to meet grade level academic benchmarks.
Interventions are strategies, “targeted” or “supplemental” and may or may not be different from the core programs, or adaptations of it depending on the outcome of the data team problem-solving process.
Tier III
Tier III represents an even smaller group of students (5-10%) who need “intensive” intervention.
Students in Tier III generally need more time in intervention groups to make progress and require more systematic slower paced instruction with more practice cycles. In some cases it may be the same curriculum used in Tier II but intensified in frequency, duration and practice cycles.
Development of RTI at BrownMajor Components of Brown’s RTI Model
School-wide vision and structures
Core Curriculum
Assessment process
Data Based Decision Making
Group Development
Components of RTI at Brown School-wide vision and structures
Vision Use of Resources: Flooding and Technology Professional Development
Core Curriculum and Interventions Guaranteed and Viable Core Curriculum Research-base Tier 2 and 3 interventions
Assessment Screening Assessments Formative Assessments Progress Monitoring Summative Assessments
Data-based Decision Making School Improvement Goals & Plan Collaborative problem-solving in weekly data teams Student Intervention Teams
Group Development Problem solving protocols Data driven dialogue Essential Agreements
School-wide vision and structures
At Brown International Academy
School-wide Vision and Structures Vision
High expectations IB PYP program and philosophy Standards-based instruction Collaborative problem solving and collective responsibility
School-wide Vision and Structures Use of Resources
Daily Schedule Driven by the flooding model (for Tier 2 and 3 interventions) Ensures daily core instruction and interventions for reading and math Maximizes resources in the building
Technology Purchased assessment resources (STAR reading, SEL, STAR math) Intervention resources (Larson math, iSucceed Math, Math Facts in a
Flash) All teachers in the school
Budget for intervention teachers Use Spanish teacher and Librarian
Flooding ModelGrade 1&2 Grade 3 Grades 4&5
9:00-
10:00
FAST
Open Court
Open Court
Reading/Writing
Skills
Flooding(Guided Reading, AR, Interventions)
10:00-
11:00
Flooding(Guided Reading, AR, Interventions)
Writing Alive Open Court
Reading/Writing
Skills
11:00-
12:00
Writing Alive Flooding(Guided Reading, AR, Interventions)
Writing Alive
Flooding Model - TeachersGrade 1:
Tier 1 – 3 classroom teachers
Tier 2 – 1 intervention teacher, 1 classroom teacherTier 3 – 1 special education teacher
Grade 2:Tier 1 – 2 classroom teachers
Tier 2 – 1 intervention teacherTier 3 – 1 special education teacher
Grade 3:Tier 1 – 2 classroom teachers
Tier 2 – 1 intervention teacher Tier 3 – 2 special education teachers
Grade 4 and 5:Tier 1 – 3 classroom teachers and the librarian
Tier 2 – 1 classroom teacher, 1 intervention teacherTier 3 – 2 special education teachers
School-wide Vision and Structures Professional Development
Teacher leaders School leadership team Additional training Collaborative process
Professional learning community Year long focus on one professional development topic Data teams to support professional collaboration and learning Weekly collaboration grade level meetings Long and short range planning
Job-embedded professional development and coaching Literacy facilitator IB coordinator Teacher leaders
Core Curriculum and Interventions
At Brown International Academy
Core Curriculum and InterventionsAt Brown, first we focused on:
Ensure a Guaranteed and Viable Core Curriculum in reading, writing, math and social studies/science (Tier 1)
A Core Curriculum must be implemented: School-wide Grades ECE-5 In all content areas With fidelity With ALL students
Guaranteed and Viable Curriculum For ALL students at Brown
Literacy Open Court- grades ECE-5, 30 minutes per day FAST phonics- grades K-2, 15-30 minutes per day Writing Alive – grades K-5, 60-90 minutes per day Small reading groups/guided reading- grades 1-5, 20-30 minutes per day
(Benchmark Books) Accelerated Reader program during independent reading, 20-40 min/day
Math Everyday Mathematics Larson (K-2) and Isucceed (3-5) computer based math program
Social Studies/Science IB Units of Inquiry
Social-Emotional/Behavioral Code of Conduct and Essential Agreements IB attitudes and Learner Profile Bully Proofing program
Core Curriculum and InterventionsAt Brown, next we focused on:
Implemented research-based interventions (Tier 2 and Tier 3) for all students below grade level proficiency.
Research-based Interventions Implemented (Tier 2 and 3):
For all students who need it, based on universal screening and summative assessment data
With fidelity First in reading, then in math
Research-based Tier 2 Interventions
Literacy Additional Time – 60 minutes, small group
Flooding, increased direct instruction, decreased independent reading
Six Minute Solutions fluency intervention Corrective Reading Spellography KPALs/PALs
Math Larson or Isucceed math program – special curriculum Number Worlds tier 2 intervention (small group)
Social emotional/Behavior Behavior Report Cards Classroom modifications and parent communication Counseling groups when appropriate
Research-based Tier 3 Interventions Literacy
Additional Time – 60 minutes, small group Flooding, increased direct instruction, decreased independent reading
Corrective Reading Wilson Fundations Edmark
Math Larson and Isucceed math program – special curriculum Number Worlds tier 3 – small group
Social emotional/Behavior Behavior Plans Classroom modifications and parent communication
Core Curriculum and Interventions
Tier 1 – All studentsLiteracy:Open CourtFASTARWriting Alive
Mathematics:Everyday MathLarson/Isucceed
Social-Emotional:IB AttitudesLearner ProfileCode of ConductBully Proofing
Tier 2 – goal 10% of students
Literacy:Six Minute SolutionsCorrective ReadingSpellographyKPALs/PALS
Mathematics:Number Worlds - Tier 2Larson/Isucceed
Social-Emotional:Behavior report cardsPoint SheetsCounseling groups
Tier 3 – goal 5% of students
Literacy:FundationsWilsonEdmark
Mathematics:Number Worlds - Tier 3Larson/Isucceed
Social-Emotional:Individual Behavior plansCounseling groups
How is RTI currently structured in your school?
Assessment
At Brown International Academy
Assessment
To achieve an effective RTI model reliable and regular data must be available to:
Identify the academic and behavioral needs of studentsInform collaborative problem solvingDesign instruction aligned with student needsEvaluate the effectiveness of curricular programs interventions and instructional practicesDetermine if students are achieving grade level proficiencies
RTI Assessment
Summative Assessments
Screening Assessments
Formative Assessments
Progress Monitoring
Diagnostic Assessments
Summative Assessments
Assessments that occur after learning to document individual or group achievement
or mastery of standards. They measure achievement at a point in time for purposes
of reporting and accountability.
Summative Assessments
At Brown, first we focused on:
Ensure that teachers could administer and interpret district mandated assessments appropriately:
Summative Assessments (including High Stakes tests) Administered 1 to 3 times per year Used to support goal setting
School Improvement Plan Power standards
Used to support instruction Data Teams and SMART goals
Used to identify students needing interventions Placement of students in Tier 2 and 3 interventions
Summative Assessments at Brown
CSAP – State assessment test Grades 3-5 Reading, Writing, Math Used to develop power standards
DRA2 – required state assessment for CBLA Grades K-5 Reading
DPS Benchmark Assessment Grades 3-5 Reading, Writing, Math Graphs examined during data teams
Screening Assessments
Assessments that occur three times per year (August, December, May) that are predictive of High Stakes testing and identify students who are at-risk of academic failure. They measure achievement at a point in time for the purpose of identifying students who are in need of academic interventions.
Screening AssessmentAt Brown, next we focued on: Determine if additional screening assessment
information is needed.
Universal Screening 1 to 3 times per year Used to support instruction
Data Teams SMART goals
Used to identify students needing interventions Placement of students in Tier 2 and 3 interventions
Universal Screening at Brown
DIBELS Grades K-5 Basic Early Literacy skills Graphs examined during data teams
STAR/STAR Early Literacy and STAR math Grades K-5 Diagnostic and Growth Reports
Formative Assessment
Assessment “for” learning conducted throughout teaching and learning to diagnose student needs, plan next steps in instruction and provide students with feedback to improve their work.
Richard Stiggens
Formative AssessmentAt Brown, next we focused on:
Implement use of formative assessments and progress monitoring assessments.
Formative Assessments Used to inform instruction
SMART goals and action plans) Used to adjust intervention groups as needed
Progress Monitoring Every 1-2 weeks for all students receiving interventions Used to inform instruction of students in Tier 2 and 3
SMART goals and action plans Used to adjust intervention groups as needed Goal: close the achievement gap
Formative Assessments at Brown Accelerated Reader (AR)
STAR Early Literacy diagnostic reports STAR reading growth reports Open Court assessments Guided Reading informal observations
Benchmark Books Writing Alive rubrics Everyday Math assessments
RSAs Unit Assessments
STAR math I succeed and Larson data
Progress Monitoring
Progress monitoring assessments are quick, reliable, regularly administered assessments that are sensitive to change and used to:
Determine student’s rate of progress and growth Provide information about effectiveness of instruction and
interventions Identify areas of need for future instruction Analyze and interpret gaps between benchmarks and
student achievement
Progress Monitoring at Brown
(Tier 2 & 3) Literacy DIBELS – Phoneme Segmentation Fluency, Nonsense
Word Fluency, Oral Reading Fluency Classroom and Intervention curriculum assessments (Wilson,
Fundations, Corrective Reading, KPALs/PALs, Benchmark Books, etc.)
AR, STAR reading and STAR Early Literacy Math
Math Facts in a Flash STAR math
Behavior Behavior report cards
Diagnostic Assessments
Provide in-depth reliable assessment of targeted skills
Provide information for planning more effective instruction and interventions
Assessment
Tier 1 – All studentsLiteracy:CSAPDRA2DPS BenchmarkDIBELSSTAR/STAR Early Literacy
Mathematics:CSAPDPS BenchmarkStar math
Social-Emotional:AttendanceOffice referralsTeacher concerns
Tier 2 – goal 10% of studentsLiteracy: 1x/weekDIBELSCorrective Reading assessmentsSTAR Early LiteracySTAR reading
Mathematics:Math facts in a flashNumber Worlds assessments
Social-Emotional:Behavior report cardsPoint Sheets
Tier 3 – goal 5% of students
Literacy: 1x/weekDIBELSIntervention based assessmentsSTAR Early Literacy
Mathematics:Math facts in a flashNumber Worlds assessments
Social-Emotional:Teacher Behavior plan documentation
What are some of the major challenges you have faces related to assessments?
Data Based Decision Making
At Brown International Academy
Data Driven Decision Making
A major feature of the RTI Model is its use of data to drive the decision-making process at the school, classroom and individual levels. Data are most helpful when they are used for self assessment and combined with reflection, problem-solving and discovery and planning.
Data Driven Decision Making
“Data driven dialogue is a collective process designed to share common understanding of issues and events using information from a variety of sources.” Colorado Dept. of Education
“When teachers operate in professional communities and take collective responsibility for student learning, they produce school-wide gains in academic achievement.” Louis, Kruse, & Marks, 1996
Data Driven Dialogue
“Reflective dialogue about important matters is at the heart of such communities (Professional Learning Communities). In these schools, teaching and learning are public acts to be shared, examined, analyzed and refined.”
Wellman & Lipton, 2004
Data Based Decision Making
Data Driven Decision Making
School Level
Grade Level
Grade Level Groups
Target Groups
Individual Students (SIT)
Data teams
Weekly grade level teams are held:
Goal: In a collaborative manner, teachers will effectively analyze data and use data to inform instruction.
Six week rotation: reading, writing, math Two weeks on each
Review all data for the content area Look at data for groups of students Adjust flooding groups every 6 weeks
Data Team Process
Collect data Analyze data
Explore and Observe data Explain (interpret) data
Identify a target group of students Develop a SMART goal (action plan) Take Action
Identify essential learnings Determine Action Steps Determine frequency, location, and time
Determine results of their instruction (SMART goal)
Brown International Academy – Data Team Process and DocumentationDate______
Teacher Name: Grade: Curricular Area: Unit #: Title:
The Data Team Process Step 1: Collect and Chart Data
Step 2: Analyze Data: Observation and Explanation
Step 3: Action Planning: Setting Goals and Determining Instructional Strategies
Step 4: Determining Results
1. Collect and Chart DataBrown data will include: Reading: CSAP, Benchmarks, STAR, STAR Early Literacy, AR, DIBELS, DRA2; Writing: CSAP, Benchmarks, writing samples/rubrics, Writing Alive writing records; Mathematics: CSAP, Benchmarks, Math CBMs, EDM RSAs, EDM Unit assessments.#/% Proficient Sutdents: _________________ #/% PP Students: _________________ #/% U Students__________________
2. Analyze Data
ObservationsIdentify patterns, trends and key scores. Record factual statements about data, including areas of continuing need and strengths.
ExplanationsWhat is needed to support students in achieving proficiency?What additional data sources are needed to support your explanation?
Brown International Academy – Data Team Process and DocumentationDate:_____
Teacher Name: Grade: Curricular Area: Unit #: Title:
The Data Team Process Step 1: Collect and Chart Data
Step 2: Analyze Data: Observation and Explanation
Step 3: Action Planning: Setting Goals and Determining Instructional Strategies
Step 4: Determining Results
3. Action PlanningTarget Students/Group: _________________________________________________________________________________Setting Goals: Our current SMART goal is as follows:The % of (student group) ______________________________ scoring proficient and higher in (content area/essential
learning/power standards) _________________________Will increase from (current reality %) __________________(goal %) ____________________By (date) ____________________________ as measured by (assessment tool)___________________ administered on (date.)
Determining Instructional Strategies
Essential Learning Action Steps(Explicit behaviors, interventions, strategies & technique methods)
Frequency/Location/Time Frame:
4. Determining Results:Date: _________ #/% P Students: ____________ #/% PP Students: ______________ #/% U Students: _______________
Take our your data team exemplar.
What do you notice about how teachers use data to inform instruction?
STAR Early Literacy
Score Distribution Report
STAR Early Literacy
Progress Monitoring
STAR Reading Growth Report
AR Diagnostic Report
DIBELS ORF – Universal Screening
DIBELS
NWFProgress
Monitoring
DIBELS First Grade Benchmarks Nonsense Word Fluency
0
5
10
15
20
25
30
35
Date of Assessment
# No
nsen
se W
ords
Rea
d
STAR Math Growth Report
STAR Math
Progress Monitoring
Math Facts in a Flash
STAR math
Setting Student
Progress Monitoring
Goals
STAR Math
Student Progress
Monitoring Report
STAR Math
Student Progress
Monitoring Report
What standardized assessments do you use to progress monitor and diagnose student needs on an on-going basis?
How frequently do you collect this data?
Student Intervention Teams If students are not improving achievement as
they are being monitored during the data team process, they are referred to the SIT team. Students may be referred due to lack of progress
in: Reading Writing Math Behavior
Students may be referred by: teacher, administrator, parent, etc.
Student Intervention Teams Problem solving teams
Purpose: to develop an individualized plan for a student not making adequate progress:
As demonstrated by Progress Monitoring data In relation to their peers
Classroom teacher brings achievement, attendance, social-emotional data, etc.
The literacy facilitator or School Psychologist leads the group through the process
A plan is developed which includes: A research based intervention A progress monitoring tool A follow up date
Student Name: Grade: ID: DOB: Classroom Teacher: School: Date: Present at the meeting: The purpose of this meeting is to:Identify the problem and its contributing issues and develop a Student Action Plan. Determine who will collect the progress monitoring data and intervals for progress
monitoring. A follow-up meeting should be scheduled 6-8 weeks from today.
Denver Public Schools SIT Intervention Plan
Presenting Problem: (Specific, observable, and measurable description of most concerning problem)
Data and Evidence:
Contributing Issues: (Instructional methods/materials, classroom environment, readiness/motivation of student, etc.)
Problem Statement and Possible Causes: (Based on the data and contributing issues list 3-4 possible reasons for the problem. ie. Attendance, poor phonetic skills, limited ability to focus)
Solutions: Brainstorm at least 2 solutions to Primary ProblemOption 1:Option 2:
Measurable Goal (SMART GOAL): Student will improve by as measured by .
Research-based Intervention Provider Setting Frequency Start End Tier
Progress Monitoring Tool(s) Person Res FrequencyBaseline
Interim Interim Interim Target
Additional notes:________________________________________________________________________________________________________________________ ______________________________Parent Signature DateFollow up meeting scheduled for: Follow-up Meeting: Student: Date:
Student Intervention Teams If students receive Tier 2 intervention and
then Tier 3 intervention and do not make appropriate achievement gains Students are not Responding to Interventions Students will need years of intervention to close
the achievement gap Then, the Student Intervention Team will make a referral
to the Special Education Team for a special education evaluation. Data gathered from the SIT will be used for evaluation support: All research based interventions documented All progress monitoring data documented IEP meeting
Group Development
At Brown International Academy
Group Development Attention to Task Task designs are learning focused and congruent with organizational values
and goals. Tasks are time and energy efficient i.e. clear agenda, define product
success, use data to make decisions.
Attention to Process Shared tools, structures and protocols Structured learning-focused conversations and norms of collaboration
Attention to Relationships Shared norms & values Balanced participation Members seek & honor diverse perspectives Teaching practices actively questioned & calibrated against agreed upon
standards Comsistently using data to self assess and reflect
Group Development PD at Brown
Adaptive Schools: Building Collaborative Teams
Critical Friends
Facilitative Leadership
Data Driven Dialogue
Tointon Leadership Institute
IB Training in Inquiry and Action research
Conclusion
RTI is school reform.
It takes a common vision. It takes strong leadership. It takes willingness to change. It requires the belief that all children can learn. It requires research based curriculum,
interventions, assessments, and data driven
dialogue.
Our mission at Brown Internationalis to empower learners to grow
and evolve into compassionate, confident, contributing citizens
of the world. Learners will be open-minded to multiple perspectives, advocate for peace, and
promote change within our global community.