RtII : Using Data and Technology to Differentiate Instruction &Interventions
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Transcript of RtII : Using Data and Technology to Differentiate Instruction &Interventions
RtII: Using Data and Technology to Differentiate Instruction &Interventions
Ms. Erin Prosser, Poff Elementary Media & Technology Specialist
Kim Turiak, Poff Elementary RtII Specialist
1. Understand the Response to Instruction and Intervention (RtII) model
2. Conceptualize a 3 Tier Model of Service Delivery
3. Data Teams Role and Responsibilities
4. Using Data to Create Goals and Action Plans
5. Web Based Programs and Tools that assist in accomplishing goals
Session Goals
• A comprehensive, standards-aligned strategy that enables early identification and intervention for students needing additional opportunities to learn high level content while providing benchmark students the opportunity to enrich and “grow” their skills and talents.
• An alternate to the discrepancy model for the identification of students with learning disabilities.
What is Response to Instruction & Intervention
(RtII)?
• Review School-wide performance data
• Prescribe instructional or behavioral interventions for students based on intensity of identified needs.
• Set short and long term goals for the school and students to progress toward benchmark or standards.
RtII Management: Teams…
• Group all students via level of intervention based on student performance data.
• Monitor students’ progress toward established goals and benchmarks.
• Adjust interventions based on student performance data.
• Focus shifts from who is eligible to concerns about providing effective instruction
• Identification is not dependent on teacher referral• Allows students to receive intervention immediately
upon identified need• Student’s referral includes data indicating how the
student has responded to interventions• Promotes unity of special ed. and general ed.
– a seamless system
RtII Advantages
• Special education may not be the only alternative intervention available
• Sets standard for assessment that is meaningfully related to student outcomes
• Question for special education evaluation shifts from Yes/No decisions (Is the student eligible?) to what type of intervention results in change?
• Links IDEA and NCLB around improved achievement and accountability for ALL students
RtII Advantages (continued)
Response to Intervention Framework
Developing Tier GroupsUniversal Screening Results
Tier IOn Level
Aimsweb: 26%ile or above
PSSA: Proficient or Advanced
Tier IIStrategic
10%ile to 25th %ile on AIMSweb
Modify group using:•SAT stanine •PSSA
Tier IIIIntensive
Aimsweb: 10%ile or below
PSSA: Basic/Below BasicSAT: 4th stanine or below
Data Team Meetings
Review Test Results:
• Achievement Tests
• State Tests
• Common Assessments
Current Benchmark Screening ResultsStudy Island or AIMSweb
Grade Level Instructional Goals
Goals:
1. Improve understanding of fictional and nonfictional texts.
2. (PSSA) Increase open-ended responses by 10% age points
3. R.B.2 Increase understanding of devices in fictional/nonfictional texts
Instructional Strategies:
4. Use Essential Skills, RAZ-Kids or Education City to increase fluency and comprehension and improve vocabulary.
5. Use Glogster or Digital Storytelling to continue to provide open-ended opportunities to strengthen ability to write short answer question. Model transfer to math problems.
6. R.B.2 Utilize Study Island to create lessons on “Understand literary devices in fictional and nonfictional texts”. Create post tests to determine proficiency and re-teaching where necessary.
Grade-Level Goals: Reading
Goals:
1. Increase open-ended responses by 10% age points.
2. M.B.1 and .2 Increase # of correct responses to measurement questions by 10%
3. M.D.1 and .2 Provide increased instruction using algebraic concepts of patterns, functions, symbols, tables and graphs
Instructional Strategies:
3. Use Digital Storytelling, Inspiration, Education City, or Essential Skills to provide students with more examples of open ended questions in instruction and on assessments; teach use of graphic organizes to facilitate complete answers.
4. M.B.1and .2 Use iPad apps to provide opportunities for students to become increasingly familiar with and utilize metric measurement. Use Study Island to identify strategic lesson plans related to measurement. Create post test to determine proficiency.
5. M.D.1 and .2 Use Study Island to identify strategic lesson plans that address these concepts. Enter: Grade 5 and “Table and Graphs” , “Functions and symbols”, and “Algebraic Patterns”
Grade-Level Goals: Math
Benefits of Tier 1
• On – Level Instruction adapted for Above Level
• Monthly Progress Monitoring of noted students
• On-Level or Above Level Assessments • Flexible Grouping according to pre-test
• * Above Level: Enrichment
Tier II – Strategic (Reading/Math Specialist)
• Skill Based • Reinforces curriculum
• Close tie-in with classroom teacher
• Research-Based Interventions• Usually Pull-Out but can be
Push-In
• May have adapted classroom instruction/assessments
• In addition to core instruction
– May include enhanced core instruction or supplemental programs
• Use of standard protocol interventions
• Scientifically research-based interventions
– Academic
– Behavioral
• Specialists may provide strategic instruction in general education classroom or in homogeneous skill groups
• Successful Interventions
Tier 2: Interventions for Some Students
• Increased opportunity to learn• Increased Instructional time• Small group instruction• Increased Assessment
– Data collection and analysis twice per month– Data-based decision making
Tier 2: Interventions for Some Students (continued)
• Responders
– Move to Tier 1
– Continue tier 2 Intervention
• Non-responders
– Adjust instruction and continue Tier 2 intervention
– Move to Tier 3 intervention
Tier 2: Potential Outcomes
• Math and/or Reading Instruction• Skills/curriculum based but …• May or may not tie closely with
classroom instruction • Research-Based Interventions
• Adapted or Modified Assessments
• Pull-Out
Tier III – Intensive (RtII Coordinator)
• Increased direct instruction time
• More time on task
• More immediate and corrective feedback
• More opportunity to respond
• Functional behavior analysis (FBA), Behavioral Intervention Plan (BIP)
• More frequent progress
monitoring (once/week)
• Core curriculum and intensive intervention
Tier 3: Instructional Strategies
• Responders
– Move to Tier 2
– Continue Tier 3 intervention
• Non-responders
– Adjust instruction and continue Tier 3 intervention
– Refer for special education evaluation
Tier 3: Potential Outcomes
Grade Level Data Meeting Agenda Learning SupportStudent Roster Update ReadingTier 3: Intensive StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 2: Strategic StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 1: Other studentsClassroom Progress MonitoringEnrichment MathTier 3: Intensive StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 2: Strategic StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placementTier 1: Other studentsClassroom Progress MonitoringEnrichmentBehavior
Hampton Township School District RtII Flowchart
Hampton Township School District
Response to Instruction and Intervention (RtII) Flowchart
4x/wk
Universal Screening
Core Team Date Review
Supplemental/Targeted Small Group Instruction
3x/wk Progress Monitor Monthly
Core Team Review Process
No Response (At least 4 data points)
Change Intervention
Tier 1 Intervention in the Classroom
Adequate Progress, Continue Intervention
Significant Progress, Intervention Discontinued
Adequate Progress, Continue Intervention
No response
Considerable need- Team proceeds to Tier 2
Significant need- Team proceeds to Tier 3
Response to Tier 2, Monitor and move to Tier 1
Moderate Progress, Continue Intervention
No Response (At least 4 data points)
Intensive/Targeted Small Group Instruction
4x/wk Progress Monitor Bi-weekly
Core Team Review Process
No Response
Special Education Referral
Response to Tier 3, Monitor and move to Tier 2
Tier I: minimally 4-6 weeks
Tier 2: minimally 9-12 weeks
Tier 3: minimally 9-12 weeks
≤20th-≥11th percentile ≤10th percentile
• EducationCity
• AIMS Web Testing
• Raz Kids
• Xtra Math
• Essential Skills
• Web 2.0
• Glogster
• Starfall.com
• Abcya.com
• Wodle.net
• Digital Storytelling
• Photostory 3
• Animoto with iPads
• Digital Flip Cameras
• AReader
• Destination Reading
• Think Central
• World Book
Other Web Resources
• Standards-Aligned System and Assessment– Quality Teaching and Learning: Effective
Instruction• Teaming (grade level, department, etc.)
– Teacher teams learning, designing and revising instruction and assessment procedures
• Formative and Summative Assessment– Data collection, analysis and use
• School Organizational Structure– Adjustment of Infrastructure, i.e. flexible
scheduling, assignment of teachers • Realignment of Flexible Use Resources
– Reading Support, Academic Support, IST, Special Education
RtII Foundations
• Designed to help students master the content specified in state and Common Core Standards
• Provides quality academic support and practice with immediate feedback and built-in remediation
• Offers actionable, real-time assessment data
• Ideal for self-paced or teacher-guided instruction
What is Study Island?
Benchmarking
• Gives teachers a snapshot of student proficiencies in relation to state standards
• Give teachers and administrators valuable diagnostic information that can be used to guide classroom instruction
Study Island Benchmarking
Study Island Benchmarking Sample
• Teachers can guide students through the program, communicating expectations, and create class assignments
• Brief lessons reinforce instructional concepts
• Students work through questions using multiple modes of instruction
Study Island Lessons
Study Island Reading Assignment
Study Island Math Assignment
• Built-in crosswalks support the transition to the Common Core
• Students receive immediate feedback with question explanations
Why Study Island Works?
• Teachers receive real-time assessment data
• Teacher support tools include lesson plans, instructional videos, and web- and print-resources
Why Study Island Works?
• Generate reports by student, subject, class, grade, or school
• Measure progress and identify areas where students are excelling or need extra practice
Study Island Reporting
Study Island Reporting Examples:Topic Suggestion Report
Study Island Reporting ExamplesIndividual Student Report