Summer Institutes

Summer Institutes

2013

ChangingTeacherPractice

ChangingStudentOutcomes

June’s remodeling

2013 Summer Institutes | Changing Teacher Practice Changing Student OutcomesRemodeling Session

Understanding Responsiveness to Instruction (RtI) and the New Standards

Lynne Loeser, SLD/ ADHD ConsultantRick Powers, Consultant IDEA OutreachAmy Jablonski, RtI/MTSS Statewide ConsultantAnne Nixon, RtI Field ConsultantAmy Miller, RtI Field ConsultantAllison Whitaker, Consultant Federal Programs

Objectives

• Become familiar with RtI as a school improvement model

• Understand how RtI is directly linked with the NC Teaching Standards and NC Standard Course of Study

• Practice using a Team Initiated Problem Solving (TIPS) model to analyze Core instruction at Tier 1

• Identify components of Home Base that will support problem-solving at Tier 1

NC DPI Definition of RtI

NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problem-solving model based on data, to address student needs and maximize growth for all.

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Adjusting Mindsets

Process for some students

Framework for total school improvement

Critical Components of RtI

• Leadership and Shared Responsibility

• Curriculum and Instruction

• Assessment

• Problem-Solving/Data-Based Decision Making

• Family and Community Partnerships

• Sustainability and Integration

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NC Professional Teaching Standards

• Teachers Demonstrate Leadership

• Teachers Establish a Respectful Environment for a Diverse Population of Students

• Teachers Know the Content they Teach

• Teachers Facilitate Learning for Their Students

• Teachers Reflect on their Practice

• Teachers Contribute to the Academic Success of Students

Making Connections

RtI Critical Components NC Professional Teacher StandardsLeadership and Shared Responsibility Teachers Demonstrate LeadershipCurriculum and Instruction Teachers Know the Content they

TeachAssessment Teachers Facilitate Learning for Their

StudentsProblem-Solving/Data-Based Decision Making

Teachers Reflect on their Practice

Family and Community Partnerships Teachers Establish a Respectful Environment for a Diverse Population of Students

Sustainability and Integration Teachers Contribute to the Academic Success of their Students

Layering of Support

Differentiated Core

Supplemental Support

Intensive Support

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Core: Tier I

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Who: All students are in Tier I (Core)

What: Evidence-based programs and practices demonstrated to produce good outcomes for the majority of students

Effectiveness: If at least 80% of all students in all subgroups are meeting benchmarks in Core with no additional support

Supplemental Instruction: Tier II

Slide adapted from G. Batsche

Who: Students needing supplemental support in addition to Core instruction (approx. 20% of students)

What: Evidence-based programs and practices demonstrated to improving performance in Core

Effectiveness: If at least 70-80% of students improve performance toward Core standards

Intensive Instruction: Tier III

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Who: Students needing intensive support in addition to supplemental and Core instruction (approx. 5% of students)

What: Evidence-based programs and practices demonstrated to improving performance

Effectiveness: If there is progress toward performance in Core standards

Slide adapted from G. Batsche

Layering of Support

Differentiated Core

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Define Core

Standards

Strategies

Materials

MappingAssessment

Analyze Core

What do we want the students to learn?How will we know they have learned it?

How will we respond if they have not learned it?How will we respond if they already know it?

Instruction, Curriculum, Environment & Learner

Analyzing Core Using TIPSModeling/Guided Practice

Data Sources 1 & 2 EOG and Fall Benchmark

Fall Benchmark (Math) – 80% were at or above target

Data Source 3 Current (Winter) Benchmark

Number of students meeting target- 30/60 (50%)

Target Score was 70% for winter

1/15/12Average score

Benchmark Domain Scores

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations- Fractions

Measurement and Data

Geometry

Percent of students at or above target

37% 25% 56% 68% 68%

Data Source 4 Attendance

Grade 4

Identify Problem(s)

• Behavioral/academic definition

• Concrete, observable and measurable

• Stranger test?

• Typically begins broad

Identify Problem(s)

Fifty percent (50%) of all 4th grade students met the target score on the winter math benchmark.

Develop and Test Hypothesis

We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?”

We ask questions across four domains

Develop and Test Hypothesis

Develop and Test Hypothesis

Develop and Test Hypothesis

Curriculum

Instruction

Environment

Students have not been exposed in previous years to concepts in the curriculum that are expected this year and the mapping was too compacted for students to master material.

Math blocks are not long enough to cover the expected material.

Instruction did not include enough opportunities for modeling and representing numbers in order for students to apply place value knowledge when performing multi-digit arithmetic in multiple ways.

Develop and Test Hypothesis

Curriculum

Instruction

Environment

Item analysis of test results and review curriculum mapping

Review schedule

Observe across math blocks and interview teachers

Test Hypothesis

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations- Fractions

Measurement and Data

Geometry

Percent of students at or above target

37% 25% 56% 68% 68%

Develop Hypothesis

Curriculum

Instruction

Environment

Item analysis of test results and review curriculum mapping.

Review schedule

Observe across math blocksInstruction included students experimenting with representing numbers in multiple ways. Teachers also used scaffolding and flexible grouping within their classrooms to

differentiate instruction.

An item analysis of the benchmark test revealed that students demonstrated good performance on Measurement/Data, Fractions and Geometry but lacked consistent skills in Operations and Algebraic Thinking. In skills requiring Number and Operations in Base Ten, most students demonstrated consistent weaknesses. In addition, teachers reported

most students are still having some difficulty with place value

Math block is too short for the amount of material the teachers need to cover and also to give students sufficient individual attention and practice to master concepts. The

curriculum mapping is rapid in areas that students need additional time to master.

Precise Problem Statement

Only fifty percent (50%) of all 4th grade students met the target score on the winter math benchmark because of deficits in Number and Operations in Base Ten and in Operations and Algebraic Thinking. Compacted time (schedule and mapping) and difficulties in understanding place value appear to be the main reasons for these performance deficits.

Discuss & Select SolutionsTeachers will incorporate activities using base ten blocks to model and compare whole numbers and use the Build a Number activity to read, write and compare whole multi-digit numbers. This will occur during flexible grouping across the grade level during the last 30 minutes of the math block and later in partners and math stations.

Teachers revisit the curriculum mapping for the remainder of the year and find times to infuse the concepts students are lacking in their lesson planning.

Teachers embed questions about number sense in all math instruction asking questions such as "which is most/ greater/least/smallest? How do you know? How else can we express these numbers? Is there another way?”

Teachers infuse these math concepts into their science and social studies lessons.

Discuss & Select Solutions

• Solution should be based on the precise problem statement which is developed around instruction, curriculum, and/or environment

• Precise, clear goal must be set before plan implementation.

• Goal should be a specific description of desired change in student behavior

• Goal should be a SMART goal.

Discuss & Select Solutions

S- Specific

M- Measurable

A- Attainable

R- Relevant

T-Time-Bound

Short Term Goal- By the spring benchmark assessment, 70% of students in fourth grade will reach the target score.Long Term Goal- By the winter benchmark assessment next year, 80% of this group of students will reach target score. Also by winter benchmark next year, 80% of students in fourth grade next year will reach target score.

Develop and Implement an Action PlanWho What Where How Often

All fourth grade teachers

Teachers will incorporate activities using base ten blocks to model and compare whole numbers and use the Build a Number activity to read, write and compare whole multi-digit numbers.

Flexible grouping across grade level—in classrooms

Daily during last 30 min of math block and later in partners and math stations

Develop and Implement an Action Plan

Who What Where How Often

All fourth grade teachers

Teachers embed questions about number sense in all math instruction asking questions such as "which is most/ greater/least/small-est? How do you know? How else can we express these numbers? Is there another way?”

Classroom transitions and math block

Daily

All fourth grade teachers (instructional coach will provide activities)

Practice missing skills in Number and Operations in Base Ten

Classroom during Science and Social Studies

At least 2 times per week

Develop and Implement Action Plan

Data Decision Guidelines•Intensity of plan•Frequency of monitoring•Tool(s) being utilized

How will we determine success along the way?

Develop and Implement Action Plan

Monitor Effectiveness of Instruction

Common Formative Assessment (CFA) on the strands emphasized in plan every 2 weeks to monitor progress

If the percentage of students achieving the target score does not increase by at least 5 percentage points on each CFA, plan will be revisited

Set Target Scores

Develop and Implement Action Plan

Monitor Fidelity of Instruction

Instructional coach will conduct walk-throughs every two weeks to ensure teachers are using the strategies correctly and effectively

Evaluate and Revise the Plan

Operations and Algebraic Thinking

Numbers and Operations in Base Ten

Numbers and Operations- Fractions

Measurement and Data

Geometry

Feb 1 CFA 42% 30% 61% 68 % 69%

Feb 14 CFA

48% 36% 66%

March 10 CFA

54% 45% 71% 75% 72%

March 20 CFA

60% 55% 76%

April 1 CFA 70% 71% 82% 75% 76%

April 15 Benchmark Percent of Students on Target- 72%

Evaluate and Revise Plan

Continue curriculum change throughout the duration of the school year

Continue monitoring students

Determine curriculum changes for the following school year, include third grade and fifth grade teams

Wiki

Completed examples are on the Summer Institute Wiki participant’s page:

http://si2013.ncdpi.wikispaces.net/Understanding+Responsiveness+to+Instruction+and+the+New+Standards

RtI State Leadership TeamAngela Quick, Deputy Chief Academic Officer

Maria Pitre-Martin, Director, K-12 Curriculum and Instruction

– Amy Jablonski, RtI/MTSS Consultant

– Ivanna Mann Thrower, ESL/ Title III Consultant

– Cynthia Dewey, ELC Education Consultant, Region 5

– Chris Minard, Allied Health Consultant

– Linda Brannan, K-12 Student Support Services Consultant

Carolyn Guthrie, Director, K-3 Literacy

Bill Hussey, Director, Exceptional Children

– Sherry Thomas, Assistant Director, Exceptional Children

– Lynne Loeser, SLD/ ADHD Consultant, Exceptional Children

Allison Whitaker, Consultant, Federal Program Monitoring and Support

Takeda LeGrand, Consultant, Career and Technical Education

Rick Powers-Statewide RtI Building AdministratorConsultant

Vacant

Vacant

Vacant

Contact Information for Training and Support• Anne Nixon - Regions 1, 2, 3

[email protected]

• Amy Miller - Regions 3, 4, [email protected]

• Vacant - Regions 6, 7, [email protected]

• Rick Powers - Statewide [email protected]

Facilitated Team Time Preparation

• To prepare for Facilitated Team Time, complete the brief reflection to identify the “big ideas” gained from this session that you will share with your Summer Institute team.

• To access the reflection document, visit http://bit.ly/SIreflection or scan the QR code on the next slide.

• To access the reflection responses during Facilitated Team Time, visit http://bit.ly/SIresponses.

Facilitated Team Time Preparation

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Questions