Response to Instruction and Intervention: A Standardsaligned System for Student Success

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Response to Instruction and Intervention A
Standards-aligned System for Student Success
High Quality Standards-aligned Curriculum and
Research-based Instruction
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Training Outcomes

• Participants will
• Assess the alignment of their core programs to
  the PA Standards
• Define the term scientifically-based
• Identify effective principles of design and
  delivery of core instruction
• Develop an awareness of criteria used to evaluate
  core reading and math programs
• Analyze strengths and weaknesses of core reading
  and math programs
• Develop an action plan to strengthen the
  districts existing core reading program

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• Pennsylvanias Commitment to
• Least Restrictive Environment (LRE)
• Recognizing that the placement decision is an
  Individualized Education Program (IEP) team
  decision, our goal for each child is to ensure
  IEP teams begin with the general education
  setting with the use of Supplementary Aids and
  Services before considering a more restrictive
  environment.

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Goal

• A standards-aligned curriculum delivered with
  fidelity using differentiated, effective
  instructional practices should meet the needs of
  80 of students!!
• Core programming and instruction is the
  foundation of all that follows in the RtII
  process. Without this solid base, all later
  instructional decisions are suspect.

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Core Programs

• Serve as the base of reading/math/behavior
  instruction
• Provide complete instruction in the key
  components of reading/math/behavior
• Are designed for all settings and all students
• Are preventive and proactive
• Incorporate a high probability of student
  proficiency (80)

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Core Programs also

• Align student materials and assessments
• Provide small and large group instructional
  activities
• Scaffold to support initial learning and
  transference of skills
• Provide ongoing cumulative review

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Questions

• Is my core curriculum standards-aligned?
• Is my core program research based?
• Is my core instruction differentiated to meet the
  needs of all learners?
• Is my core instruction delivered using effective
  instructional practices?
• Is my core instruction delivered with fidelity?
• How can I know this??

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SAS and RtII The Connection
Implementation of a School-wide Approach to
Address the Reading, Mathematics and Behavioral
Needs of All Students
Research-Validated Interventions are Implemented
Based on the Type, Level and Intensity of the
Individual Students Need
Conduct Benchmark/Outcome Assessment for All
Students (PSSA, PVAAS, 4 Sight, Formative
Assessments), Universal Screening of Academics
and Behavior is Conducted for All Students
Continuous Progress Monitoring Progress
Monitoring Data used to drive instruction and
intervention.
Support Resources and Materials along with
Supplementary Interventions are Necessary to Help
Students Not Making Sufficient Progress
All students receive the Standards aligned Core
Curriculum. ALL Staff (Gen, Sp Ed, Title, ESL)
Assume an Active role in Instruction in the
Curriculum
ALL Students Receive High Quality, Research-Based
Instruction in the General Education Setting
High-Quality Instruction and Intervention Using
Data to Inform Instruction, Ensure that
Researched-Based Instruction and Intervention
Strategies are Implemented with Fidelity
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Pennsylvanias Standards-Aligned System
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• Is our core curriculum standards aligned?

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Standard-alignment Look fors

• Evidence of an annual planning process that
  reviews PSSA Proficiency, PVAAS and local data
  analyzing proficiency on standards and eligible
  content within and across grade levels. Are there
  curricular holes for all or any subgroup?
• PSSA (PSSA Data Interaction, GROW Network)
• PVAAS
• Other Assessments (DIBELS, 4Sight, Discipline
  Referrals, Drop out Rate, etc.

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• Multiple data sources
• Balance of local and state assessments

• Current student data
• Prioritize areas of strength and concern
• Underlying causes of current state of student
  achievement
• Potential improvement strategies

• Student achievement improvement targets
• Action Sequence in 1-2-3-4-5 Steps!

• Summative Assessments
• Formative Assessments
• Perceptual Demographic Data

• Data From
• PSSA
• 4Sight
• PVAAS
• Locally relevant assessments
• Guiding questions for root cause analysis
• Vital few research-based or promising strategies

• NCLB AYP target
• Action Sequence
• Step 1 Data
• Step 2 Design
• Step 3 Delivery
• Step 4 Development of People
• Step 5 Documentation

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Standard-alignment Look fors

• Evidence of periodic curriculum mapping in
  reading and math.
• Evidence anchors and eligible content are
  addressed in teacher lesson planning.
• Evidence teachers understand the flow of the
  curriculum and standards within and across grade
  levels.

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Standard-alignment Look fors

• 5. Evidence of effective use of 4Sight, DIBELS,
  AIMSweb or other benchmark systems
• 6. Grade level planning sessions that set
  grade-wide goals to achieve benchmark targets in
  reading, math and/or behavior.

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• Complete the Standards-aligned Core Program
  Component of the Core Program Review Tool

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• Is our core program research-based?

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What is Scientifically-Based Research?

• Definition Activity
• NCLB 2001
• IDEA 2004
• Reading First

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Scientifically-Based Research

• True scientific model
• Longterm duration
• Sampling procedures
• Researcher bias
• Contrast with other educational research

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Reading MUST Explicitly Address

• Key elements of scientifically-based core
  programs includes explicit and systematic
  instruction in the following
• Phonological Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Math MUST Address

• Concept Standards
• Numbers and Operations
• Measurement
• Geometry
• Algebraic Concepts
• Data Analysis and probability

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As well as

• Process Standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representations

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As Well as

• The Five Strands of Mathmatical Proficiency
• Conceptial Understanding
• Procedural Fluency
• Strategic Competence
• Adaptive Reasoning
• Procedural Disposition

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Behavior Characteristics

• Expected behaviors are defined and explicitly
  taught across all settings and supported by all
  staff.
• A system of school-wide positive behavior support
  is in place.
• Effective instructional practices are the base of
  effective positive behavior support.
• Data gathering process for skills addressed in
  the behavior core (School-wide Information
  System, etc)

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Behavior Characteristics

• Expectations and consequences are consistent,
  known and understood by staff and students.
• A system is in place to positively reinforce
  appropriate student behavior.
• Staff utilizes de-escalation techniques with
  inappropriate student behavior.

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Program Evaluation Resources

• PSSA Blueprint
• Florida Center for Reading Research
  http//www.fcrr.org/
• Oregon Reading First. Website
  http//oregonreadingfirst.uoregon.edu/
• What Works Clearinghouse
• www.whatworks.ed.gov/
• Best Evidence Encyclopedia
• www.bestevidence.org

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Program Evaluation Resources

• K-12 Mathematics Curriculum Center
• National Council of Teachers of Mathematics
• National Science Foundation
• www.comap.com/elementary/projects/arc
• National Math Panel
• www.ed.gov/about/bdscomm/list/mathpanel/index.html
  

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Research-based Look fors

• Evidence of consideration of research-based
  issues in the material selection process.
• Evidence supplemental programs were
  selected/implemented to fill gaps in the core
  programs selected.
• Evidence of professional development around the
  critical research features of reading and math
  content.

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• Complete the Research-based Core Program
  Component of the Core Program Review Tool

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• Is our core instruction differentiated to meet
  the needs of all learners?

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Differentiated Instruction Seeks to

• ...provide varied learning options in a
  classroom to make curriculum and instruction the
  best possible fit for learners who, though they
  have many things in common, differ in some
  important ways from one another. (Tomlinson,
  1998)

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Differentiation means

• Meeting the needs of all students through
• Whole Group Instruction
• Small Group Instruction Same Ability
• Small Group Instruction- Mixed Ability
• Student Pairs
• One on One

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What Happens?

• In a differentiated classroom, the
• teacher plans and carries out with assistance
  varied
• approaches to content, process, and
• product in anticipation of and response
• to student differences in readiness and/or
  interest.

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Differentiated Instruction Look fors

• Evidence the staff has received training in
  differentiated instruction and co-teaching.
• Evidence the teachers have received the student
  data they need to plan for differentiated
  instruction.

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Differentiated Instruction Look fors

• 3. Evidence the schedule provides for planning
  time to facilitate differentiated instruction?
• 4. Evidence the schedule provides for all hands
  on deck resources during reading and math
  instruction.( All staff is available to support
  core instruction)

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• Complete the Differentiated Instruction Component
  of the Core Program Review Tool

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• Is our core instruction delivered using
  effective instructional practices?

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Remember Effective Instruction
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10 Effective Teaching Principles

• Engaged Time
• High Success rates
• Opportunity to learn content
• Direct and supervised teaching
• Scaffolded instruction

• Critical forms of Knowledge
• Organizing, storing and retrieving knowledge
• Sameness taught
• Strategic Instruction
• Explicit Instruction

Ellis, E. S., et. al. (2000)
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9 Essential Instructional Strategies
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• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Cues, questions, and advance organizers
• Classroom Instruction That Works by Robert
  Marzano, Debra Pickering, and Jane Pollock.

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Effective Instruction Look fors

• Evidence of professional development in
  research-based effective instructional practices.
• 2. Evidence that implementation of effective
  instructional practices are monitored and
  supported by administration and/or peer
  processes.

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• Complete the Effective Instruction Component of
  Core Program Review Tool

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• Are all aspects of our core instruction
  delivered with fidelity?

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Fidelity of Implementation

• Core programming and effective instruction are
  the foundations of all that follows in the RtI
  process. Without this solid base, all later
  instructional decisions are suspect.
• Without fidelity, all bets are off!!
• How do we know if it is true?

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Fidelity of Implementation

• Of the Core Program
• Of Programs Supplemental to the Core
• Of research-based Instructional Practices

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Fidelity Look-fors

• 1. Adequate uninterrupted instruction
  time Reading-90 minutes
• Math-60 minute
• 2. Publisher developed fidelity of
  implementation checklists.
• 3. Generic effective instruction checklists
  (www.pattan.net)

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Fidelity Look-fors

• 4. The principals observation of teacher
  performance through classroom visits and
  observations conducted during the instructional
  period for the targeted content/ subject area on
  a regular basis.
• 5. Checklists of integrity of instruction
  completed by teachers as self-check measure.
• 6. Checklists of integrity of instruction
  completed among teachers as peer-check measures.
• 7. Implementation of checklists by content
  specialists or curriculum supervisors
  working with classroom teachers.

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• Complete the Fidelity Component of the Core
  Program Review Tool.
• Complete Scoring Summary and set Priorities.
• Action Plan

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That Is

• Data indicates that the schools
  standards-aligned curriculum delivered with
  fidelity using differentiated, effective
  instructional practices meets the needs of 80 of
  students!!

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Supplemental Activity 1

• Carousel Activity on Instructional Design

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Culminating Activity
Tier 3 Interventions for A Few Students
Percentage of Students Requiring Intensive
Supports Decreases
Continuum of Time, Intensity and Data Increases
Tier 2 Interventions for Some Students
Tier I Foundation Standards Aligned Instruction
for All Students
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Instructional Design

• Allocation of time
• Connection to supplemental materials
• Grouping strategies
• Implemented
• Flexible
• Active student engagement
• Effective classroom management
• High levels of academic learning time

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Supplemental Activity 2

• Core Reading Program Evaluations
• Analysis Activity

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Resources

• Armbruster, B. Osborn, J. (2001). Put Reading
  First The Research Building Blocks for Teaching
  Children to Read. Jessup, MD National Institute
  for Literacy.
• Batsche, G., et al. (2005). Response to
  Intervention Policy Considerations and
  Implementation. Alexandria, VA National
  Association of State Directors of Special
  Education, Inc.
• Brown-Chidsey, R. Steege, M. (2005). Response
  to Intervention Principles and Strategies for
  Effective Practice. New York Guilford Press.