Response to Intervention – TIER 1 November 7, 2008 10:00 am Our session will start momentarily. While you are waiting, please do the following: Enter/edit.

Response to Intervention – TIER 1November 7, 200810:00 am

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Response to Intervention:

The Georgia Student Achievement Pyramid of Interventions

Response to Intervention

Process of aligning appropriate assessment with purposeful instruction for all students.

Tier 1 Non-negotiables

Tier 1

STANDARDS-BASED CLASSROOM LEARNING:• All students participate in general education learning that

includes: – Universal screenings to target groups in need of specific instructional

support. – Implementation of the Georgia Performance Standards (GPS) through a

standards based classroom structure. – Differentiation of instruction including fluid, flexible grouping, multiple

means of learning, and demonstration of learning.– Progress monitoring of learning through multiple formative

assessments.

Tier 1 represents effective, strategic, and expert instruction that is available in all classrooms. The use of effective questioning skills is critical to responding to student performance. Bloom’s Taxonomy should guide the types of questions asked by teachers for student feedback.

Focused attention to content knowledge of teachers will be required to support appropriate teacher questioning and feedback skills.

Standards-Based Classroom Rubric

Standards-Based Learning

• Teachers use the language of the standards during instruction and student conferencing.

• Teachers provide students with models and specific examples of how the work meets the standards.

• Teachers sequence the lesson or their instruction in a logical, predictable manner that includes opportunities for students to receive explicit instruction, apply their learning, and receive feedback on performance.

• Formative assessments are aligned to the standards and lead to revision of instruction.

Differentiation

Content: Multiple options for taking in information

Process: Multiple options for making sense of the ideas

Product: Multiple options for expressing what they know

Environment: Multiple arrangements and settings to foster engagement

and relevance.(From the Sacramento City Unified School District)

Flexible Grouping

• Based on student performance• Fluid movement• Assessment data used to create groups• Flexible time periods (one hour, one week, etc)• Transfer of learning from flexible group to

general instruction

Flexible Grouping

What is it?• Grouping based on formative

assessment• Short periods of time• Fluid• Targeted instructional

strategy• Formative assessment used

to determine effectiveness• Can be within or across

rooms in all grade levels

What is it not?• Permanent• Same instruction as large

group• Tracking• Extra work• Dittos and worksheets• Round robin reading• Drill, drill, drill

Flexible Grouping

• Based on student performance• Fluid movement• Assessment data used to create groups• Flexible time periods (one hour, one week, etc)• Transfer of learning from flexible group to

general instruction

Flexible Grouping

What is it?• Grouping based on formative

assessment• Short periods of time• Fluid• Targeted instructional

strategy• Formative assessment used

to determine effectiveness• Can be within or across

rooms in all grade levels

What is it not?• Permanent• Same instruction as large

group• Tracking• Extra work• Dittos and worksheets• Round robin reading• Drill, drill, drill

Rigor is…

…a curriculum that challenges all learners to demonstrate depth of understanding, including such cognitive processes as:

• explanation • interpretation• application• analysis of perspectives• empathy• self knowledge

Rigor in the curriculum…

• Desirable discomfort – leads to continued questioning by students

• Requires content to be deeply considered• Differentiates for individuals• Reflects high expectations• Varying methods of solution or paths to

discovery• Zone of proximal development

Comparison of GPS and QCC Content

NAEP Question

Mon. Tues. Wed. Thurs. Fri. Sat.

Number Sold, n

4 0 5 2 3 6

Profit, p $2.00 $0.00 $2.50 $1.00 $1.50 $3.00

1. Angela makes and sells special-occasion greeting cards. The table above shows the relationship between the number of cards sold and her profit. Based on the data in the table, which of the following equations shows how the number of cards sold and profit (in dollars) are related?

A) p = 2n

B) p = 0.5n

C) p = n - 2

D) p = 6 - n

E) p = n + 1

GPS Question (M8A3i)

The table gives the population, p, in a region of the country as a function of the years since 2003, t.

t 1 2 3 4

p 42, 500 43, 000 43, 500 44, 000

Which equation represents this data algebraically?

A. p = 42,500 + 1,000t

B. p = 42,000 + 500t

C. p = 42,500 + 500t

D. p = 40,000 + 1,500t

QCC Question 1

Which equation shows 19 less than n is equal to p? A. 19 + n = p

B. p + 19 = n

C. n – 19 = p

D. 19 – n = p

Progress Monitoring at Tier 1• Knowing students through assessments• Universal screenings are used for reading, math, and/or

behavior for all students at all levels. • Classroom teachers use frequent common formative

assessments to measure progress. • Teams of teachers routinely create these common formative

assessments and benchmark criteria for success, use the data to collaboratively discuss instructional approaches, and design learning opportunities to address individual needs.

• Progress monitoring data is purposefully collected and organized, shared with students and parents, and is the driving force of the instructional program.

Common Formative Assessments• Formative assessments will be used in all classrooms for all students.

To answer DuFours’ questions, “How will we know when each student has learned it,” the use of common formative assessments will be necessary for teacher groups to discuss student learning.

• All teachers in all classrooms should use a variety of formative assessment strategies to continuously know individual student achievement.

• The assessment process needs to be consistent among the teachers in a grade level/department.

• Common formative assessments will be the glue that binds groups of teachers together to discuss teaching and learning.

Interventions are…

• Targeted based on progress monitoring• In addition to classroom instruction• Individual, small group, or technology assisted• Increase in structure and relevant practice• Additional learning strategies• Mini lessons on skill deficits• Administered by classroom teacher, specialized

teacher or external interventionist

Dr. John McCook

Interventions are NOT…

• Preferential seating• Shortened assignments• Parent contacts• Classroom observations• Suspension• Doing MORE of the same• Retention• Peer helpers (informal)

Dr. John McCook

Fidelity

Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered

Tier 1 in actionExamples of Tier 1 Non-examples of Tier 1

Fifth grade students work on the Revolutionary War. Teachers use a variety of instructional approaches to support struggling readers, support English language learners, and support advanced learners within the classroom.

Kindergarten teachers give colleagues copies of weekly activities and center projects.

Ninth grade Mathematics I teachers use short term flexible grouping to support students struggling with function tables. Students are identified based on a common assessment. Students move between rooms during a class period for a predetermined amount of time. Further common assessments are used to determine progress.

First grade teachers administer a running record three times a year. Results of first running record are used to create reading groups. Reading groups progress through the basal. Second running record at mid-year is used to reorganize reading groups for continued basal work.

Tier 1 in action

Examples of Tier 1 Non Examples of Tier 1

Biology teachers collaboratively create common assessments. Data from common assessments is shared to identify students needing support. Data from common assessments is used as a spring board for teacher discussions about instruction and learning.

Accelerated Math II teachers administer county benchmarks and report results to department chair. Students are not informed of progress. Teaching team does not review data.

Eighth grade students participate in a writing universal screening in August to help teachers identify individuals not meeting predetermined expectations and those surpassing predetermined expectations.

Seventh grade Science teachers assign a five page written report on human genetics. Evaluation rubric assesses content only.

Movement to Tier 2

• Movement between Tier 1 and Tier 2 is fluid and flexible. • Three important questions must be addressed to determine the

reason for the need for additional support:– Is the learning concern a curriculum issue?– Is the learning concern an instructional issue?– Is the learning concern a student issue?

• Students identified through the universal screening and classroom performance data are placed in Tier 2 interventions that supplement the Tier 1 classroom.

• Adequate time should be given for the Tier 1 instructional program to be implemented before determining Tier 2 supported is needed.

• Common sense is critical in assessing student performance and individual responses to Tier 1 instruction (i.e.; a student with a documented visual impairment would be provided interventions immediately).

DOE Resources to Support Tier 1

Content Area Webinars

• Monthly meetings• GaDOE Content Area specialists• Focus on GPS• Focus on responding to student performance• Sessions are recorded for viewing at a later date• Teachers are encouraged to participate either

live or through the recording• More information on Georgia.Standards.Org

Response to Intervention

Process of aligning appropriate assessment with purposeful instruction for all students.

Contact Information

• John Wight

[email protected]• Kathy Carrollton

[email protected]• James Kennedy

[email protected]• Isis Manaboard

[email protected]