Adapted for Geneva County Schools

1
RTI Implementation Steps for Classroom Teachers
STUDENT SUCCESS
PST
RtI

• Adapted for Geneva County Schools

2
Session outcomes.

• Today, you will
• Discuss essential elements of Tier 1 core
  instruction in 4-12
• Discuss essential elements of Tier 2 classroom
  support and intervention in 4-12
• Recognize how the steps you take will play a
  central role in the successful implementation of
  the RTI framework at your school
• Answer questions about how RTI works in a high
  school setting

3
Think-Pair-Share

• On a post-in write a quick summary of what you
  know about Response to Instruction (2 min)
• When directed, share your response with a partner
• Share out in the group

4
RtI Guidance Document from the ALSDE

• Response to Instruction (RtI) Alabamas Core
  Support for All Students Standards, Resources,
  Support
• Alabamas Tier I expectations-pages 5-6
• Alabamas Tier II expectations-pages 7-10
• Alabamas Tier III expectations-pages 11-13
• Problem solving process-page 15
• Goal setting-pages 16-17
• Alabamas six-step RtI protocol-page 18
• Download from www.alsde.edu

5
Secondary Model

• Tier IIIIntensive Intervention classes
• Tier IIDifferentiated strategic teaching
  embedded in all content classes small
  group-intentional groupings
• Tier ICore instructionStrategic teaching
  embedded in all content classes whole and small
  group

6
Tier 1 Core Instruction
7
Best Practices for Grades 4-12 Tier 1

• Grade-level standards-based instruction
• Students learn how to learn
• Strategic teaching or content literacy
  instruction provided in ALL classes
• Some time for students to work with peers daily
  in ALL classes
• Encourages student engagement
• Students become active participants in the
  learning process
• Students make their own meaning

8
HOW WE LEARN 1 10 20 30 50 70 8
0 95 98
Learning Pyramid
Fill out worksheet
Reading Assignment
Lecture
Using only visuals
Lecture with visuals
Discussion with others
Having a personal experience Making connections
(hands on)
Teaching someone else
Use art, drama, music, movement Integrated
curriculum with content
9
T-Chart

• Make a T-Chart using the blank paper at your
  table
• Label the first column Principles/Strategies I
  use now
• Label the second column Principles/Strategies I
  need to use
• Read the handout on Effective Teaching Principles
  and High Impact Strategies
• Fill in your T-Chart
• Share with a partner at your table

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
Tier 2 Intervention
14
About Grades 4-12 Tier 2

• Differentiated strategic teaching to support
  grade-level standards instruction in all content
  subjects
• Teacher explicitly models strategies with
  students and scaffolds as needed
• Opportunities for peer-tutors and heterogeneous
  grouping - stripe day (weaker with stronger and
  teacher rotates among groups)
• Opportunities for homogeneous grouping solid
  day (skill-level groups and teacher works with
  low group and provides differentiated challenges
  for other groups to complete independently)

15
About Grades 4-12 Tier 2

• Most tier 2 students in grades 4-12 are likely
  to be receiving both tier 2 and tier 3 support.
• When students are in both tier 2 and tier 3
  interventions, your district may decide that
  progress monitoring will be completed as part of
  the tier 3 activities.
• Documentation of tier 2 implementation
  integrity could include
• Student grouping lists
• Walkthroughs
• Outcomes

16
Compare/Contrast

• Using the chart paper at your table, compare and
  contrast homogeneous grouping and heterogeneous
  grouping
• Make sure to include the pros and cons of each
  type of grouping
• Share with the group

17
Teachers work in RTI Implementation
18
Teachers Work in RTI Implementation (These apply
for K-12 teachers)

1. Deliver Tier 1 scientific, research-based
   instruction with consistency
2. Know which of your students are to participate in
   Tier 2 and Tier 3 interventions for math and for
   reading (and for behavior).
3. Designate time for Tier 2 interventions and
   deliver Tier 2 intervention consistently and with
   fidelity
4. Collect informal progress monitoring data (work
   samples, observations, etc)

19
Teachers Work in RTI Implementation

1. Facilitate your students participation in Tier 3
   when needed (if pull-out is used).
2. Participate in Team discussions regarding student
   outcomes.
3. Collect formal progress monitoring data for tier
   2 only students (whose progress is not being
   monitored in tier 3 intervention classes).

20
(2) Know which students need Tier 2 support

• Results of screening should be noted for each
  student.
• Color-coded or numerically-coded lists of
  students may be provided as types of reports
  generated via commercially available screening
  tools.
• Using a color-coding system of dots in the grade
  book may be useful.
• Coding Tier 2 and Tier 3 students with a 2 and/or
  a 3 may be useful.

21
(3) Designate time for Tier 2 interventions 4-12

• Tier 2 intervention consists of classroom support
  for students in all content areas.
• Some portion of the instructional time in content
  classes should be devoted to collaborative group
  learning experiences for all students.
• Using data to construct groups will allow you to
  use both a peer-assisted learning environment and
  a leveled groups environment.
• You can work closely with students who need
  support providing explicit instruction and
  scaffolding as needed to ensure student success.

22
(4) Collecting informal assessment data

• Work samples including graphic organizers and
  writing samples completed by tier 2 and tier 3
  intervention students can become important
  sources of data to be used in data-based decision
  making.
• Random samples as well as specifically selected
  samples may provide useful information regarding
  the students response to intervention.

23
(6) PST meeting discussions

• Data obtained from both formal progress
  monitoring and informal progress monitoring
  should frame PST discussions.
• Graphs of formal progress monitoring should be
  viewed in the context of work samples and other
  classroom-generated data.

24
(7) Collecting formal progress monitoring data

• Formal progress monitoring data should be
  collected for each student participating in
  interventions.
• Minimum progress monitoring frequency should be a
  district-wide decision
• Generally, the classroom teacher should conduct
  formal Tier 2 progress monitoring for students
  who are not also in Tier 3 interventions.
• The Tier 3 intervention teacher should conduct
  formal progress monitoring for students receiving
  Tier 3 intervention
• Data from formal progress monitoring should be
  recorded on the SID form and brought to the PST
  meetings.

25
(7) Some documentation shortcuts!

• If student is in tier 2 and tier 3 interventions,
  progress monitor (PM) and do SID form in tier 3
  only?
• Explain system policy that all tier 3 students
  automatically receive tier 2 support in all
  classes.
• Teachers turn in data-based groups for each
  period.
• Document provision of Tier 2 through walkthroughs
• If student is in tier 2 only, PM and do SID form
  only 1 time each day (second period)?

26
Questions From High School Teachers

• What do I do after teaching the lesson the first
  time? I dont know how to teach it differently.
• How do you differentiate with 35 students in one
  room?
• What assessments can I use other than end of
  chapter test?
• What interventions can I provide in my content
  area? I dont teach reading.
• How do you manage the classroom when you are
  teaching everybody different things?

27
Questions From High School Teachers
Differentiated Instruction

• How do you manage the classroom when you are
  teaching everybody different things?

2. How do you differentiate with 35 students in
one room?
3. What do I do after teaching the lesson the
first time? I dont know how to teach it
differently.
Formative Assessments
4. What assessments can I use other than end of
chapter test?
Interventions
5. What interventions can I provide in my content
area? I dont teach reading.
28
How do you manage the classroom when you are
teaching everybody different things?

• Concentrate first on establishing procedures and
  routines for the whole group that allow you to
  make the most of instructional time.
• Explicitly teach the procedures and routines
  during the first days of school (or semester if
  on the block).
• Connect management practice to college and career
  readiness.
• Bring students into the know about their
  instruction. Share the research behind your
  teaching with your students.
• Explain that your class time WILL have a
  different look, feel, and set of expectations.
• Practice makes permanent in a positive way!

29
How do you differentiate with 35 students in one
room?

• Understand that you build up to differentiation.
• Teach ALL students a handful of simple strategies
  in the whole group that they can begin to use
  independently.
• Practice, practice, practice!!!
• Try differentiating within the whole group before
  trying collaborative learning. Do this by
  differentiating the content.
• Teach students how to discuss with partners.

30
What will my method be for getting around to all
of the students?

• Hear, read, and see
• Pretest
• Dividing students by week days
• Focusing on highlighted students
• Send a peer ambassador

31
How do you structure a classroom for small
groups?

• Purposefully
• Tier I
• Tier II
• Desks and book bags
• The dot, the line, and all over
• Equipping students to work
• independently

32
Can we use peers sometimes when differentiating?

• Giving students a voice
• Wait time and plenty of dialogue
• Getting the gist
• Self-reflection
• Identifying points of confusion
• Justifying and challenging

33
Anecdotal notes are very important.

• Trends over time
• Aim for key instructional goals
• Connecting to your target students
• Rubrics

34
By sorting assessment information quickly, you
get timely feedback on student learning and
teacher delivery.

• Quick sort
• What do you know?
• Preparation and planning

35
Is it me or is it them? If it didnt work for
the child, do I do something different or do
they?

• Teaching preceded learning
• Making adjustments helps me
• Ask students outright
• Look at the majority
• Use student engagement, motivation,
• and participation as a measure

36
What assessments can I use other than the normal
end of chapter test?

• When strategies are well planned and integrated
  into each lesson, they provide the daily data
  teachers need to make on the spot and next day
  instructional decisions.
• Teachers can know immediately if there is a
  breakdown in content understanding/knowledge or
  difficulty in expression (oral or written).
• Very short writing assessments such as exit slips
  allow teachers to see growth in student thinking
  and writing over time.
• When using chapter tests, be sure to use ALL of
  the test to include the open-ended items. The
  open-ended items reach the higher levels of
  Blooms Taxonomy.

37
(No Transcript)
38
What interventions can I provide in my content
area? I dont teach reading.

• Preparing for Tier 2 intervention
• Make sure all students targeted for intervention
  are highlighted in teacher grade books.
• Establish solid groups-the teacher is providing
  instruction to a small group.
• Establish striped group-targeted students are
  divided among collaborative groups.
• Use instructional strategies and assessment like
  those mentioned earlier to guide what the Tier 2
  intervention will look like.
• Take anecdotal notes every day on the targeted
  students.

39
What interventions can I provide in my content
area? I dont teach reading.

• Providing Tier 2 Intervention
• Build background knowledge through alternate
  texts, visuals, and manipulatives.
• Clarify learning breakdowns by talking with
  students.
• Model by showing students how you do things.
• Provide plenty of guided and independent practice
  with immediate feedback.

40
What are the implications for collaboration with
colleagues?

• Talk it out, then walk it out
• Reflect on teacher practice
• Reflect on strategies
• Common assessments
• Common lesson planning

41
What data do I collect during the lesson and how
do I use it to inform my next days instruction?

• Having an end in mind
• What is average performance?
• What strategies did high performing
• and successful students use
• Rework your lesson based on the
• key instructional goals

42
Tools to facilitate instruction and intervention
43
Some VERY Useful Websites for INDEPENDENT Reviews!

• What Works Clearinghouse (WWC)
• http//ies.ed.gov/ncee/wwc/
• Best Evidence Encyclopedia (BEE)
• http//www.bestevidence.org
• Promising Practices Network (PPN)
• http//www.promisingpractices.net/default.asp
• National Center on Response to Intervention
• www.rti4success.org

44
Scientific Research-Based Mathematics Instruction
and Intervention
45
National Mathematics Advisory Panel Report(2008)

• In mastering whole numbers, fractions and
  geometry and measurement students need to gain
• Conceptual understanding
• Computational fluency
• Problem solving

46
Some WOW math websites!

• http//www.matti.usu.edu/ma/nav/bb_dlib.jsp
• Interactive online activities
• http//www.oci-sems.com
• Otter Creek math products Mastering Math Facts
  and Word Problems Made Easy !!!!!
• Can download free directions for program
  implementation!!!
• http//www.dadsworksheets.com
• Materials needed for Mastering Math Facts and
  Word Problems Made Easy

47
Some WOW math websites!

• http//www.learner.org/courses/learningmath/
• Awesome PD site for teachers!
• http//www.pballew.net/etyindex.html
• Math vocabulary
• http//illuminations.nctm.org/Lessons.aspx
• NCTM amazing standards-based lessons and
  materials! 

48
Tier 2 StrategyBased Interventions Grades 4-12
49
Grades 4-12 Tier 2 Strategies

• Strategies which are utilized in both Tier 1 and
  Tier 2 for grades 4-12 must be grounded in
  research.
• Research provides clear evidence of what works
• Marzanos High Impact Strategies
• Get everyone to use the Magnificent Seven
  strategies while they are reading.

50
Magnificent Seven (Pearson, et al., 1992)

1. Making connections to prior knowledge
2. Inferring and predicting
3. Asking questions
4. Determining important ideas and summarizing
5. Visualizing
6. Synthesizing and retelling
7. Monitoring and clarifying understanding of text
   and vocabulary

51
Specific Examples of Learning Strategies
52
Think Aloud Powerful for differentiating!

• 1. Read a selection aloud to the class (or to a
  small group in the class)
• Orally describe the thinking going on in your
  head as you make sense of the text.
• As you prepare to do this, you might use sticky
  notes as prompts.
• Can teach students how to do this also.

53
Cooperative and Partnered Learning Tools(Rozzell
Scearce, 2009)

• Jigsaw Modified
• Divide text (or math problems) into 4 segments
  and have 4 students in each group (Home team)
• Students number off 1-4 and then regroup by those
  numbers (expert team).
• 1s discuss/work segment 1, 2s discuss segment
  2, etc.
• Home team group reconstitutes and each segment is
  then discussed
• Design an assessment to see how well the groups
  acquired the information from the various sections

54
Vocabulary Strategies

• Marzanos Six steps
• Introduce the term authentically
• Have student restate the meaning in their own
  words
• Use / create visuals
• Get to a deeper understanding (associations,
  connections, etc)
• Vocabulary discussions
• Word play
• Vocabulary Visual Word Association (VVWA)

55
Reading Comprehension Active Reading Strategies

• Before strategies
• Set the stage
• Assess and build content knowledge
• During strategies
• Metacognition
• Support and monitor comprehension
• After strategies
• Review, organize
• Evaluate, extend, and transfer content knowledge

56

• ABC Graffiti (Rozzelle Searce, 2009)
• Present the topic of the brainstorm to the
  students.
• Students list all the letters of the alphabet
  down a sheet of paper, leaving room beside each
  letter to write out the rest of a word or phrase.
• Students work individually thinking of as many
  words as they can that are associated with the
  topic and write the words beside the appropriate
  letters.
• After a few minutes, let the students pair up or
  work in small groups to fill in blank letters
  they have not yet completed.
• Allow students to share with the entire class
  possible terms for the different letters of the
  alphabet.

57

• Cornell Note-Taking (Allen, 2004)
• Provide Cornell Note-Taking form or folded paper
• Read text and model for students the notes you
  would take while reading that text
• Develop questions that the notes would answer
• Use notes and questions to summarize the main
  ideas in 2-3 sentences.

58
Free Graphic Organizers

• http//wrhs.pasco.k12.fl.us/wordpop/WordPOP
• http//www.dinah.com/manipulatives.php
• http//foldables.wikispaces.com/Foldables
• http//pages.sbcglobal.net/cdefreese/foldables/
• http//www.readingquest.org/strat/home.html
• http//go.solution-tree.com/literacy/

59
Content Literacy Strategy Resources

• Power Tools for Adolescent Literacy (2009) by Jan
  Rozzelle Carol Scearce
• Strategies for engaging students
• Comprehension strategies (before, during, and
  after)
• Vocabulary strategies
• Strategic learning
• Website with free downloadables
• Go.solutions-tree.com/literacy

60
Content Literacy Strategy Resources

• Inside Words Tools for Teaching Academic
  Vocabulary Grades 4-12 (2007) by Janet Allen
• 22 vocabulary strategies with examples for use in
  secondary content classes
• Includes a CD with graphic organizers.

61
Content Literacy Strategy Resources

• Tools for Teaching Content Literacy (2004) by
  Janet Allen
• 15 before, during, and after strategies for use
  in content classes (with examples)

62
Content Literacy Strategy Resources

• More Tools for Teaching Content Literacy (2008)
  by Janet Allen
• More than 20 additional strategies with graphic
  organizers for easy implementation.