responsiveness to instruction (rti)
DESCRIPTION
Defining A Continuum of Supports North Carolina Department of Public Instruction 2012. Responsiveness to Instruction (RtI). Objectives. Understand the importance of defining a continuum of supports, beginning with the Foundational Core - PowerPoint PPT PresentationTRANSCRIPT
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Responsiveness to Instruction(RtI)
Defining A Continuum of Supports
North Carolina Department of Public Instruction2012
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Objectives
•Understand the importance of defining a continuum of supports, beginning with the Foundational Core
•Begin discussions about developing systems to ensure materials and practices are evidence-based, aligned with behavioral & academic standards, and utilized/implemented with fidelity
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Defining A Continuum of Supports: Foundational Core
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Foundational Core
Standards
Strategies
Materials
MappingAssessment
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Define Foundational Core• Identify gaps
• Grapple with common components of core philosophy in classes
• Focus on problem solving based on factors within school/LEA control
• Ensure equal exposure to effective curricular materials, instructional practices and standards
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Define Foundational CoreFacilitate an open discussion
•Skill level with the standards
•Instructional strategies for teaching
•Staff ideas for subject areas
•Materials for teaching
•Assessments
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Team Time
1. Select a grade span (K-2, 3-5, 6-8, 9-12)
1. Select a content area
1. For content area in that grade span, discuss:– What are the standards?– What curricular materials are used?– What instructional strategies are used?– Is curriculum mapping a part of the culture?– What assessments are used?
• What were some of the difficulties/barriers in the discussion?
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Standards (Academic)
• Knowledge and skills students should possess at critical points in their educational career
• Goals for schooling
• Provide focus for schooling
• Provides a means for alignment of resources
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Wonderland County Schools All Elementary Schools July 15, XXXX
x
English Language Arts
Common Core Standards - English Language Arts
Monthly August – June XX-XX school year
All k-2 teachers3-5 ELA teachersElementary PrincipalsInstructional Coaches
August 17, XXXX
All k-2 teachers3-5 ELA teachersElementary Principals/APInstructional Coaches
New hires and permanent substitutues
August 16, XXXX
Weekly walk-throughs during ELA Instructional block
District-created checklist
Instructional Coaches
1. ICs will provide training on 8/16 & 8/172. ICs will use feedback from training and Principal observations/walk-throughs to determine coaching needs for the XX-XX school year.
District Literacy Team
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Team Time
• Using the same grade span and content area selected earlier, begin completing the blank Academic Standards form.
• What are your team’s next steps with academic standards?
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Standards (Behavior)
• Skills students should demonstrate in certain environments
• Clearly and positively stated
• Provide focus/goals for learning
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Wonderland County Schools Utopia Elementary June 13, XXXX
x
Behavior
Behavior Matrices•Hallways•Cafeteria•Restrooms•Classrooms•Playground
June 13, XXXX
August 17, XXXX
August 16, XXXX
All XX-XX faculty/staff were involved indeveloping behavior matrices.
All XX-XX faculty/staff and new hires forXX-XX school year.
New hires for the XX-XX school year and permanent subs.
Principal/AP will conduct informal walk-throughs and will look for evidence of teaching behavior standards.
PBIS Team created checklist
PBIS Team members
Behavior - PBIS Team
PBIS Team members will provide training on8/16 & 8/17. Follow up from training & feed-back from principal walk-throughswill determine coaching needs. Analyze ODR data for additional problem-solving.
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Team Time
• Take time to discuss the Foundational Core – Behavior Standards form.
• What are your team’s next step for behavior standards?
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Selecting Curricular Materials & Instructional Strategies
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Curricular MaterialsInstructional
Strategies
Aligned with State Standards
Aligned with State Standards
Aligned with Student Needs
Evidenced-Based Evidenced-Based
Aligned with Student Needs
Aligned with School Resources
Aligned with School Resources
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Alignment (State Standards)
North Carolina Standard Course of Study
– Common Core State Standards
– North Carolina Essential Standards
Curriculum Mapping
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Curricular MaterialsInstructional
Strategies
Aligned with State Standards
Aligned with State Standards
Aligned with Student Needs
Evidenced-Based Evidenced-Based
Aligned with Student Needs
Aligned with School Resources
Aligned with School Resources
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Alignment (Students’ Needs)
• What do the data tell you?
– Culturally responsive
– Language acquisition
– Academic strengths & weaknesses
• What about vertical alignment?
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Curricular MaterialsInstructional
Strategies
Aligned with State Standards
Aligned with State Standards
Aligned with Student Needs
Evidenced-Based Evidenced-Based
Aligned with Student Needs
Aligned with School Resources
Aligned with School Resources
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Scientifically Based Researchsection 9101(37) of the ESEA
Handout
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Curricular Materials/Instructional Strategies: Evidence-Based Worksheet
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Research Methods Cheat Sheet
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Curricular MaterialsInstructional
Strategies
Aligned with State Standards
Aligned with State Standards
Aligned with Student Needs
Evidenced-Based Evidenced-Based
Aligned with Student Needs
Aligned with School Resources
Aligned with School Resources
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Alignment with Available Resources
• Student/teacher ratio• Cost• Time• Teacher skill set• Professional development
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Curriculum Materials/Instructional Strategies
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Wonderland County Schools All Middle Schools March 5, XXXX
x
Digits - Pearson
District Math Team
Mathematics
June 11-12, XXXX
All 6-8 math teachersInstructional CoachesPrincipals/AP
NA
NA
NA
NA
Formal observations quarterly utilizing the fidelity measure provided by Pearson
Pearson measure
Instructional Coaches (ICs)
-initial training 6/11-6/12-stipends will be used to pay a group of teachers to work on curriculum mapping this summer-ICs will be provide assistance & coaching during the school year
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Wonderland County Schools March 15, XXXX
x
All content areas
Flexible Grouping
Training across all schools XX-XX school year
All teachers were required to attend.
Fall XXXX
Only new hires
All previously trained teachers need a refresher and new hires need more in-depth training.
Aug. 16, XXXX
Locally created checklist
Instructional Coaches (ICs) & Lead Teachers
ICs will provide district-wide training for new hires 8/16.ICs will work with principals to schedule refresher training during the firs quarter of the school year.
Principals/AP/ICs will conduct at least annual fidelity checks in each classroom.
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Florida Center for Reading Research
http://www.fcrr.org/
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Foundational Core
Standards
Strategies
Materials
MappingAssessment
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Common Findings
• Not all in agreement of common practices
• Staff members missing training component(s)
• Lack of fidelity with ensuring Foundational Core is being addressed – Curricular Materials – Instructional Strategies– Mapping/Pacing Guides– Assessment
• A lot of resources available, but not always connected/aligned
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Define Continuum of Supports: Supplemental & Intensive
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Define Continuum of Supports: Supplemental & Intensive
• Remediate academic skill deficits so students will be successful with Foundational Core alone
• Provide targeted supports for students who are not meeting grade-level standards
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Define Continuum of Supports: Supplemental & Intensive • Remediation of existing problems
• Prevention of more severe problems
• Prevention of the development of secondary concerns as a result of persistent problems
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Define Continuum of Supports: Supplemental & Intensive
• Skill deficits vs. objective(s) non-mastery
• Supports should be directly linked to Foundational Core & aligned with standards
• Adults should be able to articulate the connection between supports and Foundational Core
• Supports should be aligned with students’ needs
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Define Continuum of Supports: Supplemental & Intensive
• Supports should be aligned with resources
• Supports should be evidence-based
• Assessments should be aligned with supports
• As the intensity of supports increases, the intensity of assessment should increase
• Focus on problem solving based on factors within school/LEA control
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Define Continuum of Supports: Supplemental & Intensive
• A data management system
• Appropriate interventions based on what is shown by the data
• Team charged with the oversight and management
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What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
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Define Continuum of Supports: Supplemental & Intensive
Specify:
• who will provide the intervention(s)
• who will collect data
• who will have overall responsibility for monitoring data
• who will lead the team through the problem-solving
• professional development and coaching supports
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Team Time1. Select one grade span and content area
1. Discuss the following:– Are our current interventions/supports directly linked to the
Foundational Core? Can we articulate how they are linked?
– What curricular materials are used for interventions/supports?
– What instructional strategies are used for interventions/supports?
– What assessments are used?
2. Who is making decisions regarding supports provided within the district/school and how are those decisions being made?
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"Problems are only opportunities in work clothes."—Henri Kaiser
"The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year."
— John Foster DullesFormer Secretary of State
"The majority see the obstacles; the few see the objectives; history records the successes of the latter, while oblivion is the reward of the former."
— Alfred Armand MontapertAuthor
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District and school leadership teams develop a plan:
– Define your continuum of supports, including the Foundational Core, by asking:
• What are our academic standards?
• What are our behavior standards?
• Have we aligned our materials and practices to the standards?
• How do we assess learning?
– As you answer the questions above, use the provided forms to:
• Ensure materials and practices are evidence-based
• Ensure materials and practices are utilized/implemented with fidelity
• Develop a professional development plan for the district and each school
• Investigate before selecting new materials/strategies
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