Colorado Springs School District 11

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Implementing a Three-Tiered Intervention System
Through a Continuous Quality Improvement
Framework to Effectively Close the Achievement Gap

• Colorado Springs School District 11

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The D11 Story

• Challenges with Board of Education and Leadership
• Closing the Achievement Gap
• Integrating 21st Century Skills
• Successes
• Aligning Continuous Quality Improvement and
  Response to Intervention

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District Goal become a data driven culture so
that we can be responsive to the learning needs
of all students using the response to
intervention model (RtI).
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District Goal To scaffold what we do in valid
research and use data to evaluate the
effectiveness of instruction and program
implementation with the Continuous Quality
Improvement (CQI) Model.
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The Framework of CQI
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Our District 11 MissionThe Colorado Springs
School District No. 11 community will ensure

• Continuous Improvement of Student Achievement,
• Safe and Secure Environment,
• A High Performing Workforce, and
• Effective and Efficient use of Resources

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Aim of the Organization The 21st Century Graduate
Favorite programs
Goals and Measures
Because weve always done it that way
Data Driven Decisions
quarterly assessments
Curriculum alignment
Employee performance
Adapted from The Management Compass by Michelle
Bechtell
SIP
student success
Non-negotiables
Random Acts of Alignment
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Aim of the Organization The 21st Century Graduate
Goals and Measures
Data Driven Decisions
quarterly assessments
Curriculum alignment
Employee performance
Adapted from The Management Compass by Michelle
Bechtell
SIP
student success
Aligned Acts of Improvement
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The District 11 Systems
Learner
Classroom
Grade/Dept.
School
District
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Plan-Do-Study-Act Review
DO How will we accomplish our goal? This is
where RtI lives with differentiation for all
students

• PLAN
• What is it we want to accomplish?
• Validate the need for Improvement using School
  Net data

STUDY What does our assessment data tell us?
(progress monitoring, formative, and/or
summative) found in School Net Plus/Delta
ACT After analyzing the results, what will we do
differently to improve performance?
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• As a table team discuss the following
• What process is in place in your District or
  System to insure all your arrows are aligned?
• Is that process full cycle so that you have the
  opportunity to revisit and reconfirm you are
  headed in the right direction?

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Response to Intervention (RtI)
COMPASS High Achieving School District
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Response to Intervention An Instructional
Framework to Increase Student Learning
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Academic Improvement Plan PDSA
Plan Do The teacher
will -Use best instructional
practices to increase student
learning. Study Act
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Response to Intervention

• Initially developed as a more logical and
  proactive response to traditional Special
  Education Services Discrepancy Model
• RtI provides ALL students performing below grade
  level with interventions and supports

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3-Tiered Philosophy Framework

• Universal, aligned best practices
• Supplemental, level-appropriate interventions
• Short-cycle assessment progress monitoring
• Data Driven Decision-making
• Part of School Improvement Plan

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TIER I CORE CLASS INSTRUCTION
Focus
All students

Scientific-based instruction and curriculum
emphasizing mastery of content standards
Program
Grouping
Differentiated Instruction w/ flexible grouping
Time
60 minutes per day
Baseline Spring CSAP NWEA-MAP Tests (Measures
of Academic Progress), Quarterly Short-Cycle
Assessments
Assessment
Interventionist
General education teacher
Setting
General education classroom
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Problem Solving Process

• What does it look like?

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The Colorado Collaborative Problem-Solving
Process
Defining Problem Directly Measuring Behavior
Define
Gather Data
Analyze
Validating Problem Identify Variables that
Contribute to Problem Develop Intervention Plan
Evaluating Response to Intervention (RtI)
Evaluate
Implement
Implement Plan As Intended Progress
Monitor Modify as Necessary
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Traditional vs. Problem Solving

• Focus on problems within child
• Causes presumed to be largely due to internal
  variables
• Unexpected underachievement (relative to ability)
  
• IQ-Achievement discrepancy
• Assumes better classification leads to better
  treatment

• Focus on outcomes
• Causes presumed to be largely due to external
  variables
• Unexpected underachievement (relative to good
  instruction)
• Failure to respond to empirically validated
  instruction or interventions
• Decisions about students based on progress
  monitoring data

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Problem Solving Team CD

• Holmes Middle School
• Colorado Springs District 11

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The Problem-Solving Process
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The Problem-Solving Team

• Vision
• To assure academic and behavioral success for all
  students.
• Mission
• To help students succeed at school. Through a
  systematic process, we will provide assistance to
  students, teachers and parents using a pyramid of
  interventions.

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The Problem-Solving Team

• Comprised of teachers (classroom and special
  educators), specialists, and parents
• Plan prescriptive interventions for students
• Promote shared responsibility for student
  learning
• Collect and review data
• Work with parents
• Evaluate responsiveness to intervention

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The Problem-Solving Team

• Meets every other week
• Evaluating and refining RtI processes
• Discussion Problem-solving regarding specific
  students that have been referred to the team
• Individual plans for students are devised,
  revised, communicated, monitored, etc.
• Recommendations for altering Tier II
  interventions or consideration for Tier III

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Basic Foundation Questions to Ponder

• What systems are currently in place in your
  school for providing incoming students with a
  continuum of support?
• Who will provide the intervention?
• What about staff development for the
  interventionists?
• Where will you get funding?
• What about IEPs, ILPs and GT students?
• How do we choose materials/programs to implement?
• What about progress monitoring tools?
• Who will coordinate the intervention program?
• How do we schedule students?
• How long will interventions last?

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When Tier II Efforts Do Not Produce the Desired
Results
a Referral Should be Made to the Problem-Solving
Team
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TIER II SUPPLEMENTAL INSTRUCTION
Students identified with marked needs and have
not responded to Tier I efforts as documented by
assessment
Focus

Specialized, scientifically based program(s)
targeting area of need and ability level. Ex.
SuccessMaker Math/Reading
Program
Homogeneous small group instruction (16 to 112)
Grouping
45 minutes per day in small group in addition to
regular 60 minutes of core reading instruction
Time
Progress monitored biweekly (or more) on target
skill to ensure adequate progress AIMSweb
SuccessMaker reports
Assessment
Determined by the school (classroom teacher, SPED
teacher specialized reading/math teacher/tutor,
etc.)
Interventionist
Designated by the school - may be the regular
classroom, classroom w/ computers dependent
upon intervention
Setting
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TIER II SUPPLEMENTAL INSTRUCTION

• When should Tier II instruction start?
• ASAP after student identification via
  assessments
• Baseline All students scoring U or PP on
  CSAP (Reading and/or Math)
• Benchmark Quarterly/Common/Short-cycle
  Assessments
• All new students are benchmark tested
• Recommendation by Intervention Team
  (Problem-Solving)
• How long is a round of Tier II instruction?
• One round 10 weeks (approx. 50 sessions).
• After each round
• Exit Tier II ?
• Another round of Tier II ?
• Entrance to Tier III ?
• Referral to Intervention Team (Problem Solving)?

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TIER III INTENSIVE INTERVENTION
Students with marked needs and who have NOT
responded adequately to Tier I and Tier II efforts
Focus

Sustained, intensive, scientifically-based
reading/math program(s) emphasizing the critical
elements for students with difficulties or
disabilities (Barbara Wise Reading Interventions)
Program
Grouping
Homogeneous small group instruction (15)
Minimum of two 30 - 45 minute sessions per day in
small group in addition to 60 minutes of core
instruction.
Time
Weekly progress monitoring on target skill to
ensure adequate progress and learning
Assessment
Specialized personnel determined by the school
(SPED teacher, specialized reading/math teacher,
school psychologist, etc.)
Interventionist
Setting
Designated by the school
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TIER III INTENSIVE INTERVENTION

• How are students selected for Tier III?
• After two rounds of Tier II instruction and
  sufficient progress not attained.
• After one round of Tier II instruction if student
  shows a marked lack of progress
• Previous Tier III instruction
• Recommendation of the Intervention Team

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TIER III INTENSIVE INTERVENTION

• When do students exit Tier III?
• A student is ready to exit the intervention when
  he or she has reached benchmark on the targeted
  skills
• Note Continuous close monitoring

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Standard Protocol Tier II Intervention
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Behavioral Interventions
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Tier 1

• Core Curriculum not just the reading series or
  textbook an aligned, standards-based curriculum
  delivered through a coherent use of
  textbook/reading series, supplemental materials,
  etc.
• Best Practices Culturally Responsive
  instruction, McRels Classroom Instruction that
  Works, SIOP, Pikes Peak Literacy Strategies, SpED
  adaptations and modifications, Ruby Payne
  principles, etc.

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Tier One

• Plan-Do-Study-Act
• Data Folders
• McRel Strategies
• Pre-AP Strategies
• Differentiation
• Cornell Notes
• Socratic Seminar
• Common Writing Rubric
• Looking at Student Work
• Extended Time
• Individual Literacy Plan
• 504 Accommodations

• Root Causes
• TEST READY Materials
• CSAP Released Items Anchor Papers
• Interactive Readers/ Daybooks
• Six Trait Step Up to Writing
• Word Walls
• Extended Writing
• IVF Summaries
• Math Mates
• Double Accelerated

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Tier Two

• Advancement via Individual Determination (AVID)
• Success Maker
• 9 Good Habits
• 504 Accommodations
• Individual Literacy Plan
• Academic Improvement Plan

• Read 180
• Jamestown Critical Reading
• Study Island
• Scholastic Reading XL
• Proficiency by Design (Gifted Talented)
• Summer School
• Moving with Math
• Manipulatives
• APXD Science

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Tier Three

• Reading / Writing
• IEPs
• ILPs
• Corrective Reading
• Success Maker
• Barbara Wise Linguistics
• Academic Improvement Plan
• Promotion/Retention

• Mathematics
• IEPs
• Success Maker
• Corrective Math
• Academic Improvement Plan
• Promotion/Retention
• Go Solve
• Fast Math

• Language!
• Sheltered Instruction Observation Protocol (SIOP)

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1-Identifying Similarities and Differences

• Teach steps of compare and contrast
• Practice and provide feedback
• Graphic Organizers
• Identification of similarities and differences
  through comparing, metaphors, analogies, and
  classification

McRel
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2-Summarizing and Note Taking

• Use of own words is most effective-causes
  students to analyze their learning
• Notes are a work in progress
• Notes should be used as a study guide for tests
• The more notes the better-what youve learned
  today-draw, tell me, write down

McRel
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3-Reinforcing Effort Providing Recognition

• Immediate feedback
• Peer editing and critiques
• Feedback can be to an entire group

McRel
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4-Homework and Practice

• Amount should be different between elementary,
  middle school, and high school
• Parent involvement should be kept to a minimum
• Purpose should be identified and
  articulated-Review and Practice
• Homework should have immediate feedback

McRel
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Tier 1 Differentiated InstructionCarol Ann
Tomlinson Susan Demirsky Allen

• Differentiation is a teachers reacting
  responsively to a learners needs. A teacher who
  is differentiating understands a students need
  to
• express humor, or
• work with a group, or
• have additional teaching on a particular skill,
  or
• delve more deeply into a particular topic, or
• have guided help with a reading passage-
• and the teacher responds actively and positively
  to that need.

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Tier 1 Key Principles of Differentiated
Instruction

• Differentiate instruction when
• you see a student need based on evidence of
  learning or a body of evidence Benchmark and
  Progress Monitoring assessments, classroom
  evidence, projects, pen and paper tasks, etc.
• you are convinced that modification increases the
  likelihood that the learner will understand
  important ideas and use important skills more
  thoroughly as a result of the modification.
• The Differentiated Classroom, Tomlinson

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Tier 1 Key Principles of Differentiated
Instruction

• Differentiated Instruction means creating
  multiple paths so
• that students of
• different abilities,
• Interests, or
• learning needs
• experience equally appropriate ways to absorb,
  use,
• develop and present concepts as a part of the
  daily
• learning process.

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Tier 1 Key Principles of Differentiated
Instruction

• Differentiated Instruction allows students to
  take greater
• responsibility and ownership for their own
  learning, and
• provides opportunities for peer teaching and
  cooperative
• learning.
• Instruction may be differentiated in three ways
• by content how can BIG IDEAS be accessed?
• by process direct instruction?
  Teacher-directed small groups? Peer learning
  groups? Independent tasks?
• by assessment oral presentation, written,
  project

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Tier 1 Key Principles of Differentiated
Instruction

• A brief activity
• Based on your self-assessment skills around
  differentiated
• instruction.
• Four corners of the room
• A advanced at differentiating instruction
• P proficient at differentiating instruction
• PP partially proficient at differentiating
  instruction
• U Unsat at differentiating instruction
• Reliable self-assessment?
• Different needs in the different corners of the
  room?
• Flexible grouping means I could regroup next
  Monday

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Using Data To Drive Instruction
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Data Folder Contents

• Student Friendly State Assessment Indicators
• Student Continuous Quality Goal Sheet
• Student State Assessment Data
• Action Plan Sheet or Plan/Do/Study/Act Chart
• Continuous NWEA-MAP Testing Quarterly
  Assessments
• State Assessment Prediction Sheet
• State Assessment Testing Rubric

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Summary of Core Data Folder

• Students reviewed frameworks for 6th grade
  (reading, writing, math)
• Students list strengths and weaknesses
• Individual conferences
• Discuss areas of strengths and weaknesses as they
  correlate to test scores
• Determine individual goals
• Students determine activity to assist in meeting
  goal and way to chart data
• Each quarter, re-evaluate goal and change if
  needed

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Getting to the Root CausesThe Data Cycle
Collection Disaggregating Analysis Reflections
Awareness Problem Solve Adjustments Monitoring
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As you plan

• Focus on the essentials
• Identify the key concepts, principles, or skills
  of the lesson you will be teaching in each unit
  that students leave with at the end of the
  lesson/unit?
• What principles/skills are
• essential for the struggling learners to
  know/understand?
• complex for the advanced learners to be
  challenged?
• Use evidence of student learning to inform your
  decisions about when, what and how to
  differentiate.

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Check List to Teachers/Tutors

• Awareness of grouping by area of difficulty
• Creating small group lessons
• Classroom management
• Schools SIP goals - students
• Setting individual academic behavioral goals

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I feel the great thing in this world is not so
much where we stand as in what direction we are
moving. Oliver Wendell Holmes
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Questions and Answers
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Leveraging EASy
DATA DRIVEN CULTURE
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Student Profile for Baseline Data

• Demographics
• Academics
• Attendance
• Standardized Tests
• Growth Report
• Programs

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Using Student Groups

• Small Group Differentiation
• Assign Interventions
• Track Progress

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Student Learning Plan

• Set Goals
• Track Tier I Interventions
• Integrate Literacy Plan, Advanced Learning Plan,
  Educational Plan
• Evaluate Progress

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Progress Monitoring

• Weekly Progress Monitoring Standardized Tests
• Curriculum Based Probes
• Benchmark Tests

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Reflection

• Take a moment and reflect on the system you use
  to track student progress, how could you leverage
  your system to optimize a Response to
  Intervention Model?

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• In Closing

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Whats on the Horizon

• Success Monitoring
• Short Cycle Assessments
• Aligned Transparent Curriculum in EASy and on the
  D-11 Web
• Using data with Students
• Full Implementation of RtI and EASy

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What We Still Need to Overcome

• Continuous Quality Improvement embedded in all
  parts of the system
• RtI a natural part of the instructional process
• So Important Time is Not an Issue - Priority
• Data perceived as a tool not a hammer
• Questioning Skills Rich Data Dialogue
• Willing to Drill Down to get to Root Cause of
  Weaknesses and Strengths
• Bridge the Gap with Technology Reluctance
• Transparent Instructional Practice

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There are risks and costs to a program of action,
but they are far less than the long-range risks
and costs of comfortable inaction.
John F. Kennedy