Elementary Response to Instruction and Intervention

Cohort 2, Year 1

Bethann M. McCain, RtII Consultantbmccain@ciu10.org

1-814-577-8218

The Paseo

• Used for getting to know each other

The Anticipation guide– Using the anticipation guide, please read and mark

the comments as true/false or agree/disagree– We will return to this guide later

Sad, but True Statistics• Between 95-98% of students should be able to read by

the end of first grade; however:• Many do not

• Reading in first grade is different than reading in secondary

• In Pennsylvania about 22% of 9th graders fail to graduate from high school in 4 years– About half of those who drop out can be predicted by 6th grade– Additional 9th grade indicators include:

• Failing core subjects• Poor attendance• Poor behavior

• 1/3 do not graduate; 1/3 cannot have a job to sustain their life

Supports for Pennsylvania Educators

Components of the Resiliency Framework

• HIGH EXPECTATIONS

• MEANINGFUL STUDENT ENGAGEMENT

• SKILLS FOR LIFE

• CLEAR & CONSISTENT BOUNDARIES

• UNCONDITIONAL SUPPORT

• CONNECTIVENESS & BONDING

Clear & Consistent Boundaries

High Expectations

Meaningful StudentEngagement

Connectiveness & Bonding

Skills for Life

Unconditional Support

Strong Results for Students

“A child’s potential cannot be limited by the teacher’s

expectations.”

High Expectations

*Guiding Questions Document*

• 3 things you learned• 2 things you will work on• 1 thing that you still question

Standards Aligned System

www.pdesas.org

Clear, high standards that establish what all students need to know and be able to accomplish.

Fair assessments aligned to the standards.

A framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level.

Aligned instruction--aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance.

Materials that address the standards.

A safety net/intervention system that insures all students meet standards.

Activity-DR/TA

• Purpose: Confirming known information Reviewing and adding to schema• Uses: Before, During and After Lessons• Benefits: Continuing to build on knowledge• Quick Write:– DR/TA

• What do you know about RtII?• What do you want to know about RtII?

• Discuss responses with a colleague, add additional responses as applicable

Break

• Share your findings with someone else• Take a break

Core Characteristics of RtIIWord Sort Strategy

• Purpose: Activate prior knowledge• Uses:– Content area vocabulary– Content area concepts

• Benefits– Multi-sensory; can be manipulated– Discussion starter– Supports struggling readers and writers

What is RtII

• Early Intervention Strategy• The goal is to improve student achievement

using research-based interventions matched to the instructional need and level of the student.

• RtII is NOT a program. It is an instructional framework.

Core Characteristics of RtII

• Standards aligned instruction in a research-based core

• Universal screening• Shared ownership of all students• Data-based decision making– Progress monitoring– Benchmark and Outcome Assessment

• Tiered intervention and service delivery – Research-based interventions– Flexible grouping– Fidelity of Implementation

• Parental engagement

Core Characteristics of RtIIStandards-aligned instruction: All students receive

high quality research-based instruction in the standards aligned general education core curriculum. Differentiated core program instruction should meet the needs of 80% of students.

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• How many standards are there?•What are they?

STANDARDS

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Reading, Writing, Speaking, and Listening (Alternate Standards)

1

Mathematics (Alternate Standards)

2

Science and Technology

3

Environment and Ecology

4

Civics and Government

5

Economics

6

History

7

Geography

8

Arts & Humanities

9

Health, Safety and Physical Education

10

Family and Consumer Sciences

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World Languages (proposed)

12

Career Education and Work

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Core Characteristics of RtII

Data-Based Decision-Making:• Student performance data is analyzed to guide school

decisions on instructional changes, choices of interventions, and appropriate rates of progress

• There are 4 types of assessments for all contents:– Formative – Summative– Benchmark – Diagnostic

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Types of Assessments• Formative– Often called “minute-by-minute” assessments

• Summative– Also called outcome-based assessment– The Autopsy

• Benchmark– Quick screening tools to determine growth

• Diagnostic– As the name states, used to “diagnose” issues

Assessment Activity

• Complete the Assessment Map.• Discuss your results with a colleague from the

same or similar content.• What do we notice from looking at the

outcome of this activity?

Core Characteristics of RtII

• Shared Ownership of All Students: All staff (general education teachers, special education teachers, Title I, ESL teachers) assume an active role in students’ assessment and instruction in the standards-aligned system. – All staff, including interventionists, assist with core

instruction.– Core instructors provide the first line of

intervention

Lunch and Networking

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Core Characteristics of RtII

Tiered Intervention: Students receive increasingly intense levels of targeted scientifically, research-based interventions dependent on student needs.

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Tier 1Tier 2Tier 3

Tier I

Universal Classroom Interventions Standards Aligned instruction for all studentsGrade Level SkillsHeterogenous Grouping Benchmark Assessments75-80% of students should be successful with Tier 1 instructionCore Consistentcy

Tier 2

10-20% of studentsRapid ResponseStrategic Support Flexible groupingSmall (1:6) groupsSystematic Explicit InstructionReinforcement of grade-level skills not mastered, or below grade level skills not masteredCan be done as component to 90-minute Reading Block

Tier 3

5-10% of StudentsIntensive1:1 to 1:3 RatioVery Systematic and Explicit Instruction Additional Time beyond reading block

What does tiered intervention “look like” in your building?

Core Characteristics of RtII

• Parental Engagement: Parents are informed of their child's needs, interventions, intervention schedule, progress and their right to request a special education evaluation at any time.

RtII: What it’s Not!

RtII is not a(n)…–pre-referral system– individual teacher– classroom– special education program– an added period of reading instruction– a separate, stand alone initiative

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Before we go any further…• Review your learnings from today.– Add to your DR/TA– Review and revise your anticipation guide

• What is my role?• What are potential barriers to implementing

RtII within your building?• Be ready to report out and be honest so we

can address these concerns specifically throughout the year.

Book Study• Pyramid Response to Intervention• Purpose– To develop professional learning communities

• Read the preface and epilogue– Whole group discussion

• Assignment for next session:– Read Chapters 1 through 3, be prepared to discuss

with someone outside of your district – I encourage you, if you are able, to develop a study

group with your building teams, to discuss prior to November 18th .

Believe

Walk the Talk