Responsiveness to Instruction (RtI)

1. Defining A Continuum of Supports North Carolina Department of Public Instruction2012 Responsiveness to Instruction(RtI)

2. 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

3. Defining A Continuum of Supports: Foundational Core

4. Strategies Foundational Core Materials Standards Mapping Assessment

5. 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

6. Define Foundational Core Facilitate an open discussion • Skill level with the standards • Instructional strategies for teaching • Staff ideas for subject areas • Materials for teaching • Assessments

7. Team Time • Select a grade span (K-2, 3-5, 6-8, 9-12) • Select a content area • 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?

8. 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

9. Wonderland County Schools All Elementary Schools July 15, XXXX District Literacy Team x English Language Arts Monthly August – June XX-XX school year Weekly walk-throughs during ELA Instructional block Common Core Standards - English Language Arts All k-2 teachers 3-5 ELA teachers Elementary Principals Instructional Coaches District-created checklist August 17, XXXX All k-2 teachers 3-5 ELA teachers Elementary Principals/AP Instructional Coaches Instructional Coaches ICs will provide training on 8/16 & 8/17 ICs will use feedback from training and Principal observations/walk-throughs to determine coaching needs for the XX-XX school year. New hires and permanent substitutues August 16, XXXX

10. 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?

11. Standards (Behavior) • Skills students should demonstrate in certain environments • Clearly and positively stated • Provide focus/goals for learning

12. Wonderland County Schools Utopia Elementary June 13, XXXX x Behavior - PBIS Team Behavior June 13, XXXX Principal/AP will conduct informal walk-throughs and will look for evidence of teaching behavior standards. • Behavior Matrices • Hallways • Cafeteria • Restrooms • Classrooms • Playground All XX-XX faculty/staff were involved in developing behavior matrices. PBIS Team created checklist August 17, XXXX All XX-XX faculty/staff and new hires for XX-XX school year. PBIS Team members PBIS Team members will provide training on 8/16 & 8/17. Follow up from training & feed- back from principal walk-throughs will determine coaching needs. Analyze ODR data for additional problem-solving. New hires for the XX-XX school year and permanent subs. August 16, XXXX

13. Team Time • Take time to discuss the Foundational Core – Behavior Standards form. • What are your team’s next step for behavior standards?

14. Selecting Curricular Materials & Instructional Strategies

15. Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based Aligned with School Resources Aligned with School Resources

16. Alignment (State Standards) North Carolina Standard Course of Study • Common Core State Standards • North Carolina Essential Standards Curriculum Mapping

17. Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based Aligned with School Resources Aligned with School Resources

18. Alignment (Students’ Needs) • What do the data tell you? • Culturally responsive • Language acquisition • Academic strengths & weaknesses • What about vertical alignment?

19. Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based Aligned with School Resources Aligned with School Resources

20. Scientifically Based Researchsection 9101(37) of the ESEA Handout

21. Curricular Materials/Instructional Strategies: Evidence-Based Worksheet

22. Research Methods Cheat Sheet

23. Curricular Materials Instructional Strategies Aligned with State Standards Aligned with State Standards Aligned with Student Needs Aligned with Student Needs Evidenced-Based Evidenced-Based Aligned with School Resources Aligned with School Resources

24. Alignment with Available Resources • Student/teacher ratio • Cost • Time • Teacher skill set • Professional development

25. Curriculum Materials/Instructional Strategies

26. Wonderland County Schools All Middle Schools March 5, XXXX x District Math Team Mathematics June 11-12, XXXX Formal observations quarterly utilizing the fidelity measure provided by Pearson Digits - Pearson All 6-8 math teachers Instructional Coaches Principals/AP Pearson measure NA Instructional Coaches (ICs) NA -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 NA NA

27. Wonderland County Schools March 15, XXXX x All content areas Training across all schools XX-XX school year Principals/AP/ICs will conduct at least annual fidelity checks in each classroom. Flexible Grouping All teachers were required to attend. Locally created checklist Fall XXXX Instructional Coaches (ICs) & Lead Teachers Only new hires All previously trained teachers need a refresher and new hires need more in-depth training. 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. Aug. 16, XXXX

28. Florida Center for Reading Research http://www.fcrr.org/

29. Strategies Foundational Core Materials Standards Mapping Assessment

30. 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

31. Define Continuum of Supports: Supplemental & Intensive

32. 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

33. 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

34. 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

35. 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

36. 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

37. http://ies.ed.gov/ncee/wwc/ What Works Clearinghouse:

38. 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

39. Team Time • Select one grade span and content area • 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? • Who is making decisions regarding supports provided within the district/school and how are those decisions being made?

40. "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 Dulles Former 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 Montapert Author

41. 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