Tiers Without Tears

Tiers Without Tears:

A Systematic Approach to Implementing RTI in PLC Schools

Austin G. Buffum

Tiers Without Tears: A Systematic Approach to Implementing RTI in pg PLC Schools

Austin G. Buffum

Key Recommendations

• Introduce and discuss RTI in terms of how it will help students—and not just meet federal mandates or raise test scores.

• Focus onthe three bigideas of PLCs in order to on the big ideas build a foundation to support RTI.

• Create a systematic approach to RTI that does not leave it up to each teacher to respond.

Essential Questions

• What is our mission?

• Why create a PRTI?

Our mission is not to

• Meet mandates

• Raise test scores

Our Mission

To assure high levels of learning for all students!

If our mission is high levels of learning for all students, the question is:

Is it possible?

Schools Do Make a Difference

Effective Schools research of Ron Edmonds, Lawrence Lezotte, Wilbur Brookover, Michael Rutter, and others concludes that:

• All children can learn!

• Schools control the factors assuring that students master the core of the curriculum.

Schools Do Make a Difference

“An analysis of research conducted over a 35‐year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.”

—Marzano

Schools Do Make a Difference

90 / 90 / 90 schools are schools in which:

• 90% of the students are living at or below poverty level.

• 90% of the students are from an ethnic or language minority.

• 90% of the students are achieving at or above grade level.

—Reeves

"We embrace explicitly the proposition that effective practice and popular practice are very likely two different things."

Reeves

For all students to learn, we must:

• Start with highly effective, research‐based core instruction.

• Systematically identify students who are not succeeding in our core program.

• Provide these students additional time and support until they learn.

Over the past decade, two proven processes have been developed to achieve this goal:

1.Pyramid of interventions

Over the past decade, two proven processes have been developed to achieve this goal:

1.Pyramid of interventions

2. Response to intervention

Essential Question

Why create a PRTI?

It is our moral responsibility!

Team Time the window?

Does your staff look in the mirror or out

Building the Foundation: and d PLCs

If a school tried to build an intervention program in isolation of its core program, it would be like trying to build a house, yg , starting with the roof. Without a proper foundation, no structure can stand.

RTI’s expectation of collective responsibility for learning is a radical departure from the way most U.S. schools have functioned for the past four decades.

Implementing RTI will require restructuring school procedures and reculturing a staff’s fundamental assumptions and beliefs.

Considering that many schools have developed a strong resistance to change, how does a staff create the conditions necessary to ensure that all students learn?

Fundamental Assumption

There is conclusive, compelling research that being a PLC is the most powerful and effective process to systemically change school culture and improve student learning.

The Bottom Line

Never in our nation’s history has there been

greater consensus on what it takes to assure high levels of learning for all kids!

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it, must finally depend on how we feel about the fact that we haven’t so far.”

—Edmonds

We accept high levels of learning for all students as the fundamental purpose of our school, and therefore are willing to Big Idea 1: Focus on Learning examine all practices in light of their impact on learning.

Fundamental Assumption

To have a mission of learning for all:

• You must believe all students can lt hih ll learn at high levels.

• You must take responsibility to ensure that all students learn.

Restructure vs. Reculture

“If you intend to introduce a change that is incompatible with the organization’s culture, you have only three choices: modify the change to be more in line with the existing culture alter the culture to be culture, in line with the proposed change, or prepare to fail.”

Salisbury & Conner

A Candid Mission Statement

It is our mission to help kids learn if they are conscientious, responsible, attentive, developmentally ready, fluent in English, and come from homes with concerned parents from who take an interest in their education.

A Candid Mission Statement

Our mission is to create a school with an unrelenting focus on learning; failure is not an option. But, ultimately, it will be the responsibility of the student and his or her parents to take advantage of the opportunities for learning.

A Candid Mission Statement

Our mission is to take credit for the accomplishments of our highest achieving students and to assign blame for low performance to others others.

A Candid Mission Statement

It is our mission to ensure the comfort and convenience of the adults in our organization.

To promote this mission, we place a higher value on individual autonomy than we do on ensuring that all students learn.

We will avoid any change or conversation that might create anxiety or discomfort or infringe on individual autonomy.

Activity

Discuss your current reality.

Essential Questions

Does your staff believe all students can learn at high levels?

D tff ibilit

oes your staff accept responsibility to ensure that all students learn?

The Three Big Ideas

1. Focus on learning

2. Collaborative culture

3. Focus on results

Why collaborate?

“We can achieve our fundamental purpose of high levels of learning for all students only if we work together.We cultivate a collaborative culture through the development of high‐performing teams!”

—DuFour, DuFour, & Eaker

“Improving schoolsrequirecollaborative cultures. Without collaborative skills and relationships, it is not possible to learn and to continue to learn as much as you need to know to improve.”

Fullan

“Creating a collaborative culture is the single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their schools.”

Collaborate about what?

Eastwood & Lewis

In a PLC, collaborative teams focus on three key questions:

1.What do we expect students to learn?

2.How will we know when they have learned it?

3.How will we respond when they don’t?

In a PLC, collaborative teams focus on three key questions.

1.What do we expect students to learn?

2.How will we know when they have learned it?

3.How will we respond when they don’t?

Criteria for Selecting Essential Standards

1.Endurance

2 Leverage

.

3.Prepare for the next level

—Reeves

• Do you have frequent, collaborative time embedded in your professional day?

• Have you clearly defined what all students hld l?

Essential Questions should

• Does your collaboration impact individual teachers?

Three Big Ideas .

Big Idea 2: Where do you stand?

1. Focus on learning

2 Collaborative culture

3. Focus on results

“We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, schools, and districts

Big Idea 3: Focus on Results seek relevant data and information and use that information to promote continuous improvement.”

—DuFour, DuFour, & Eaker

2 Which instructional practices did or Key Assessments Information did not work?

1.Which students did or did not master specific essential standards?

Big Idea 3: Focus on Results

To guide your site interventions, you need timely and frequent information: – on your students’ achievement – in meeting agreed‐upon standards – on a valid assessment – in comparison to others

—DuFour, DuFour, & Eaker

School Performance Report

Do

Interventions

Tier 1

• All students are screened to find students at risk (universal screening)

• All students receive core program which includes differentiated instruction.

• Responsive students remain in Tier 1.

• Unresponsive students move to Tier 2.

Interventions

Tier 2

• Creative, flexible scheduling creates sufficient time for small‐group instruction.

• Personnel are used creatively.

• Thirty minutes of additional time and support, threeto fourtimes per week.

• Progress is monitored more frequently than in Tier 1.

• Responsive students return to Tier 1.

• Unresponsive students move to Tier 3.

Interventions

Tier 3

• It is more intensive, with frequent individualized intervention.

• Interventions are highly targeted, prescriptive‐diagnostic, and focused on not symptoms , symptoms.

• Actual interventions may be the same as in Tier 2, but are more frequent and longer in duration.

• Progress is monitored even more frequently than in Tier 2.

Interventions

Interventions become more intensive by:

• Increasing the frequency qy (5x versus 3x per week)

• Increasing the duration (50 versus 30 minutes)

• Decreasing the pupil–teacher ratio

Thank you!

Austin G. Buffum

Creating a PLC Foundation: Current Reality and Steps to Success

Big Idea #1: A Focus on Learning

Do we believe all students can learn at high levels?

Will we take responsibility to make this a reality?

Big Idea #2: Collaborative Culture—

Frequent team collaboration time during the professional day

Norms

Solution Tree Press

What do want our students to learn?

Big Ideas #3: A Focus on Results

Common Assessments—How will we know if our students are learning?

How often do collaborative teams meet?

Is the collaboration time during the teacher’s professional day? Is it required?

Has each team identified team norms? Are they reviewed at every meeting? Is there a “norm check” procedure?

Have collaborative teams clearly defined essential learning outcomes?

Have collaborative teams created common assessments to measure essential standards?

Do the assessment results show on how each student did on individual essential standard?

Is common assessment data shared in comparison to others?

START!

What can you start doing tomorrow that will move your site closer to your PLC goals? What obstacles must be addressed?

Pioneer 2008-2009 First Semester Team Collaboration Outcomes

Our Mission

Our mission is to maximize every student’s academic potential and personal responsibility.

School SMART Goal

All students demonstrate mastery of their coursework essential standards by the end of the 2008–2009 school year. To achieve this goal, we agree to be “tight” about the following team outcomes:

Norms

• By September 10, teams collaboratively create or revise teammeeting norms.

• Teams review norms at every meeting, and revise as needed.

Smart Goal(s)

• By September 10, teams write one or more SMART goals for the year.

• Teams work interdependently and hold each other mutually accountable to achieve goals.

Essential Standards

• By October 8, teams collaborate to identify essential learning standards (no more than 10) for each course of study.

• Standards must prepare students for success at the next study level.

• Teams write standards in kidfriendly terms, determine the level of rigor, identify prior skills and academic vocabulary needed, create and select the common assessment to measure student mastery, and determine when the standard is to be taught.

Common Assessments

• Common assessments must measure student mastery of essential standards.

• Teams collaborate to create at least one common assessment.

• Teams collectively use the five common assessment guiding questions when reviewing common assessment results.

Intervention–POI–Tutorial

• Teachers refer at-risk students to the pyramid of interventions every three weeks.

• Teams offer weekly tutorial support.

Student–Parent Communication

• Teachers update grades at least once every three weeks.

• Students monitor their progress toward meeting essential standards.

Areas of Staff Learning

• Best grading practices

• Engaging and connecting students to Pioneer

Team Goal-Setting Plan

Team or Department:____________________________________

What is our team’s current reality? (Areas of strength and potential areas of focus)

Based upon our current reality, we have identified the following area of focus to improve student learning:

We have collectively created the following SMART goal to address this area of focus:

To Achieve This Goal

Action Steps: What steps or activities will be initiated to achieve this goal?

Designation: Who will be responsible?

Timeframe: What is a realistic timeframe for each step or activity?

Outcomes or Evidence: What outcomes on student learning do we expect? What evidence will we have to show that we are making progress?

Agreement

This goal was created collectively, and we are committed to achieving this goal. (Team Signatures)

Identifying Essential Standards: What Do We Expect Students to Learn?

Grade Level: _______ Subject: _________________Team Members: _________________________________________________

1. Standard/Description

2. Example/Rigor

3. Prior Skills Needed

4. Common Assessment

5. When Taught?

1. Standard: What is the essential standard to be learned? Describe it using student-friendly vocabulary.

2. Example/Rigor: What does proficient student work look like? Provide an example or description.

3. Prior Skills Needed: What prior knowledge, skills, and vocabulary are needed for a student to master this standard?

4. Common Assessment: What assessments will be used to measure student mastery?

5. When will this standard be taught?

Course Title: ALGEBRA 1

2007/2008 Second Semester Essential Standards

Team Members: Jackie Martin, Bre Welch, Jackie Stoerger, Mary Hingst

Standard # Standard or Description Example or Rigor Prior Skills Needed Common Assessment When Taught

2.0

10.0

11.0

Solution Tree Press

12.0

Students understand and use the rules of exponents.

Students multiply and divide monomials

Students apply basic factoring techniques to second- and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.

Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.

2.0

14.0

Students understand and use the operation of taking a root and raising to a fractional power.

Solve a quadratic equation by factoring or completing the square.

Simplify: 37 9 5 10 x y xy

Factor completely:

1. 3a2 – 24ab + 48b2

2. x 2 – 121

3. 9x2 + 12x +4

Simplify: 3 168 + 22 2 44 36 x xyy xyy −+

Simplify: 3 168 +

Solve by completing the square: x 2 + 4x = 6

Multiplying monomials and polynomials (Chapter 4)

Multiplying and dividing monomials and polynomials (Chapter 4 and Chapter 5: Sec 1-3)

Chapter 4 CA February

21.0

Students graph quadratic functions and know that their roots are the x- intercepts.

Graph: y = x2 – 3x – 4 and state the x intercepts.

Factoring by finding GCF, difference of two squares, and trinomials (Chapter 5)

Understanding rational and irrational numbers and prime factoring

Factor quadratics (Ch. 5) and simplifying radicals (Ch. 11)

Solving quadratic equations by factoring, completing the square and quadratic formula (Chapter 12)

Chapter 5 CA February

Chapter 6 CA March

Chapter 11: Sec 3, 4, 5 CA March

Chapter 12: Sec 1–4 and Chapter 5

Sec 12 CA Late March

Chapter 8: Sec 8 and pg 389 CA April

Essential Standards Student Tracking Chart

Standard 4.0

I can solve equations in one variable.

Standard 5.0

I can solve multi-step problems involving linear equations in one variable and provide justification for each step.

Equations Test (sections 3-1 through 3-3, 3-5, 7-3, and 10-5)

Standard 6.0

I can graph a linear equation and compute the x and y intercepts.

Standard 7.0

I can write linear equations given points on a line.

Standard 8.0

I understand the concepts of parallel and perpendicular lines and how their slopes are related.

I can find the equation of a line perpendicular to a given line that passes through a given point.

Ch. 8 Test (sections 8-1 through 8-5)

Essential Standards: U.S. History

Standard # Standard/Description Example/Rigor Prior Skills Needed Common Assessment When Taught

8.1.1

Describe the relationships between the moral and political ideas of the Great Awakening and the Enlightenment and the development of revolutionary fervor. Prompt: Describe how the movements led to the revolutionary fervor.

Understand the major events preceding the American Revolution.

8.1

Solution Tree Press

8.1.2

Analyze the philosophy of government expressed in the Declaration of Independence (individual rights). Test question:

Which of the following is not an unalienable right?

Define and understand: The Great Awakening Enlightenment

Cause-and-effect relationships

Venn diagram: Compare and contrast movements with written analysis

Timeline of events: Illustrated & annotated

1st quarter: September

Resources: Holt Ch. 2

8.2.5

8.2.7

Understand the significance of religious freedom within the First Amendment and the importance of separation of church and state.

Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, purpose of majority rule, and ideas of American constitutionalism.

Why did the Supreme Court overturn Tinker vs. Des Moines?

7.6.5 Experience analyzing historical documents (Magna Carta)

Analysis of primary source document: The Declaration of Independence

Identify key phrases: “All men are created…

Unalienable rights

Understand the various elements of the 1st Amendment

How does the legislative branch check the executive branch?

Understand the three branches of government as well as the idea of checks and balances

1st quarter: Sept.–Oct.

Resources: Holt Ch. 3

1st quarter: October

Resources: Holt Ch.3

1st Amendment case study: Research Case, prepare visual, and present 1st semester November

Constitution test 2nd quarter

Common Assessment Desired Outcomes

We give common assessments so we can:

• Identify specifically which students did not demonstrate mastery of essential standard(s)—Because we give common assessments to measure student mastery of essential standards, common assessments should identify students that need additional help and support. Additionally, if an assessment measures more than one essential standard, then the test results must provide more than an overall score for each student. The results must also delineate specifically which standards each student did not pass.

Essential Question

Specifically which students did not demonstrate mastery?

• Identify effective instructional practices—Because our teachers have autonomy in how they teach essential standards, it is vital that common assessment data help validate which practices were effective. It is best when common assessment results are displayed in such a way that allows each teacher to compare their students’ results to other teachers who teach the same course.

Essential Question

Which instructional practices proved to be most effective?

• Identify patterns in student mistakes—Besides using common assessment results to identify best instructional practices, this data should also be used to determine ineffective instructional practices. When analyzing the types of mistakes that failing students make, patterns emerge that can point to weaknesses or gaps in the initial instruction.

Essential Question

What patterns can we identify from the student mistakes?

• Measure the accuracy of the assessment—Through a careful item analysis of the assessment, a team can determine the validity of each test question. Over time, this will build a team’s capacity to create better assessments.

Essential Question

How can we improve this assessment?

• Plan and target interventions—The ultimate goal of any PLC is to ensure high levels of learning for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.

Essential Question

What interventions are needed to provide failed students additional time and support?

Classroom Performance Summary Report

Science7: Genetics Unit Test

SPECIAL EDUCATION TESTING

Student Study Team

LEVEL 3: INTENSIVE PROGRAM

• Intensive core support

• Intensive math support

• Intensive responsibility support

• Mandatory tutorial

• Mandatory homework help

• Student contracts

MoreIntensive MoreTargeted

• Intensive reading instruction

Evaluation of student progress every 3 weeks

LEVEL 2: SUPPLEMENTAL PROGRAM

• Double-block math

• Newcomer ELD

• AVID

• Sheltered classes

• Teacher change

• Zero-period PE

• Honors/Accelerated classes

Student identification by teacher recommendation every 3 weeks

LEVEL 1: CORE PROGRAM

Support for All Students

• Open tutorial period (Tues./Thurs.)

• Lunch/after-school homework help

• Quarterly student goal-setting

• Sixth-grade mentor program

• Sixth-grade study-skills class

• Late bus

• Online grade access

School Structures

• Safe and orderly campus

• “REAL Wildcat” expectations

• Weekly collaboration

• Common team prep periods

• Student exploration opportunities

Core Curriculum

• All classes meet/exceed state standards

• Schoolwide and team SMART goals

• Identified essential standards for every course

• Universal access to electives

• Common assessments for all essential standards

• Schoolwide recognition programs

• Leveled reading groups

Pioneer Middle School’s Pyramid Response to Intervention

From Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn (Buffum, Mattos, & Weber, 2008).

Pioneer Middle School’s Pyramid Response to Interventions

Pyramid Level Intervention

Supplemental

Mandatory Tutorial

Targeted students are required to attend  weekly tutorial sessions. Students are  assigned to area(s) of need based on  teacher referral.

Mandatory Homework Help

Targeted students are required to attend  lunch and/or after‐school homework help  sessions.

Targeted Students Intensity Contract Requirements

Failed learners and  intentional  nonlearners, all  subjects

Intentional  nonlearners, all  subjects

Twice weekly,  27 minutes per session

Targeted students  assigned 1–10 times per  week, depending on  need

Lunch HW Help:  25 minutes daily

After‐School HW Help:  60 minutes daily

Studentswill be promoted from the  intervention once all grades are  satisfactory, based upon the teacher  referral process

Studentswill be promoted from the  intervention once all grades are  satisfactory, based upon the teacher  referral process

Studentswill be promoted from the  intervention once they demonstrate  the ability to independently attend  assigned interventions  Solution Tree Press

Escorted Homework Help

Targeted students are escorted by a staff  member to assigned lunch and/or after‐school homework help sessions.

Students failing to  attend assigned  mandatory support

Targeted students  escorted 1–10 times per  week, depending on  need

Pyramid Level Intervention

Supplemental (continued_

Parent Contact/Progress Reports

The parents or guardians of every student  referred into the pyramid will be contacted,  and provided a progress report of their child’s  current academic progress and areas of  concern.

Fall/Spring At­Risk Conferences

Conferences involving parents, teachers, and  students are held regarding students in  danger of retention and/or failing to respond  to interventions. An improvement plan is  created.

One­on­One Mentor

Targeted students assigned a one‐on‐one  student mentor. Mentors can provide  academic peer tutoring and/or assistance  with peer acceptance.

New Student Buddies

Students new to Pioneer are assigned student  “buddies” to help with transition and to learn  the “Wildcat Way.”

Double­Block Math Classes

Two‐period math class meets the same  curriculum, scope, sequence, and timeline as  the equivalent one‐period, grade‐level math  class. The additional time provides the  teacher the opportunity to utilize different  instructional practices, teach prerequisite  skills, and provide additional time and  support for students to master essential  standards.

Targeted Students Intensity Contract Requirements

All students  referred to pyramid

Every 3–4 weeks Studentswill be promoted from the  intervention once all grades are  satisfactory, based upon the teacher  referral process

Students at risk of  retention and/or  failing to respond to  interventions

October and MarchStudentswill be promoted from the  intervention once interventions are  successful

Failed learners,  intentional  nonlearners, and/or  students with peer  or social concerns

As needed Successful remediation of targeted  concern

New studentsAs needed  N/A

Failed learners in  math

Daily, two periodsStudentswill be promoted oncethe  teacher determines that they can  perform successfully in the equivalent  one‐period course

Solution Tree Press

Supplemental (continued)

Newcomer ELD

Class provides intensive English language  development (ELD) to targeted students.

AVID ©

College‐focused, elective course designed to  support targeted students’ access to rigorous  coursework. Class teaches college or career  planning, study skills, and tutorial support of  college‐prep curriculum.

Sheltered Classes

Science and/or core classes in which clusters  of language learning (EL) students with  similar language needs are assigned. Teacher  is trained to use EL instructional practices.  Additionally, peer tutors who speak the  cluster students’ native language are assigned  to the class to assist.

Teacher Change

Transfer targets student to same course, with  a different teacher.

Students not fluent  in conversational  English. (CELDT  level 1 & 2)

High‐ability, low‐achieving students

Daily, three periodsStudentswill be promoted once the  teacher determines that they can  perform successfully in sheltered  and/or standard courses

Daily, one period N/A

English language  learner students  transitioning from  newcomer class

Studentsin need of  a different  instructional style  and/or a new start

Daily, one to three  periods, as needed

Studentswill be promoted once the  teacher determines that they can  perform successfully in standard  courses

As needed N/A

Solution Tree Press

Supplemental (continued)

Zero­Period PE

Students assigned to mandatory academic  support electives and/or double‐block math  classes qualify to take their required Physical  Education class before school, thus allowing  them to take a student‐choice elective during  the school day.

Honors or Accelerated Classes

Students in a  mandatory,  academic support  elective and/or  double block math  As needed  Studentswill be promoted once they  are no longer assigned to a mandatory,  academic elective and/or double block  math

Students who have demonstrated advanced  mastery of grade‐level essential standards can  qualify for placement in honors/accelerated  coursework in math, core, and science. Students whohave demonstrated  advanced mastery  of grade‐level  essential standards  Each semester  N/A

Intensive

Intensive Core Support (ICS)

Mandatory elective course designed to  support targeted students’ grade‐level core  class (language arts and social studies). Focus  of class is to preteach core essential  standards, review prerequisite skills needed  to master core essential standards, and  provide extended time to learn core essential  standards.

Failed learners in  language arts &  social studies

Daily, one period To be promoted, studentsmust  demonstrate mastery of grade‐level  core essential standards, as well as the  ability to learn future core essential  standards without intensive support

Solution Tree Press

Intensive (continued)

Intensive Math Support (IMS)

Mandatory elective course designed to  support targeted students’ grade‐level math  class. Focus of class is to preteach grade‐level  math essential standards, review prerequisite  skills needed to master grade‐level math  essential standards, and provide extended  time to learn grade‐level math essential  standards.

Intensive Responsibility Support (IRS)

Mandatory elective course designed to  require intentional nonlearners to complete  all assignments and demonstrate effective  study skills.

Intensive Reading Instruction (IRI)

Mandatory elective course designed to  increase targeted students’ reading  proficiency to grade level. Focus of class is to  preteach core essential standards, review  prerequisite skills needed to master core  essential standards, and provide extended  time to learn core essential standards.

Failed learners in  math

Intentional  nonlearners

Daily, one period To be promoted,studentsmust  demonstrate mastery of grade‐level  math essential standards, as well as the  ability to learn future grade level math  essential standards without intensive  support

Failed learners  reading at least two  years below grade  level

Daily, one period To be promoted, studentsmust have at  least a 70% in all classes, have  completed all assignments, have  recorded assignments properly for at  least three weeks, and have  demonstrated satisfactory attendance

Daily, one period To be promoted, studentsmust  demonstrate ability to read at or above  grade level

The Pioneer Team

Commitment * Community * Collaboration

Tutorial Directions

Overview

• Tutorial sessions can be used to reteach essential standards, offer pyramid support, provide  homework help, make‐up assignments, conference with students, offer enrichment and extra‐curricular opportunities, and so on

• Any student can be required to attend a specific tutorial session.  Binder reminders and tutorial  stamps will be used to hold student’s accountable

• Pyramid of Intervention students will be required to attend tutorial

• Each departmental team should offer at least one “Open Session” for homework/assignment help

• Students not required to attend tutorial will earn the privilege to attend an “open” tutorial session,  study in the library, attend “enrichment” opportunities, or earn an extended snack break

How It Works

• With 3 minutes left in Period 2, we will make a PA announcement to transition to Tutorial.  At this  time, all students should take out their Binder Reminders.

• Please start by releasing any student that has a “Required Tutorial” stamp in his/her Binder  Reminder.

• Instruct required students to line‐up outside the door of their required classroom.  Additionally,  they are to report directly to their required class—no stopping at lockers, restrooms, and so on.

• Next, any student who does not have their Binder Reminder will be required to report directly to  the back of the MPR for required Study Hall.

• Once the required tutorial students are confirmed at their required locations, we will make an  announcement for Period 2 teachers to release the students who are not required to attend a  tutorial session.  Please do not release these students until we make the announcement.

• Please check Binder Reminders at the door to make sure that each student has earned this option.

• Also, please reminder these students that they have three minutes get to get to an “Open Tutorial”  offering.  They may not “roam” from offering to offering…they must select one and stay.

• If you have any questions, please call the office.

Weekly Tutorial Priority Schedule

Tuesday

Thursday

Week “A”  Core  PE/Electives

Week “B”  Math  Science

Pioneer Tutorial Schedule

Tuesday, October 9th (Priority—Math)

Thursday, October 11th (Priority—Science)

Any student may attend an “Open” tutorial.  To attend a “Closed” tutorial, you must have   “Tutorial Required” stamped in your Binder Reminder and/or prior teacher approval.

Evaluating Site Intervention Program Effectiveness

Essential Questions

Urgent

• Do we have a sense of urgency when implementing this intervention?

Directive

• Are targeted students “required” to attend or participate?

Timely

• How often are students identified for this program? How often do we evaluate progress?

• Will this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?

Targeted

• What is the intended outcome of this intervention?

• Which students should be targeted for participation?

• Will it provide targeted, differentiated, research-based instruction?

Administered by Trained Professionals

• Who will teach or implement this intervention?

• Do the instructors have the training and/or resources necessary for success?

Systematic

• How do we ensure that all students who need this intervention are identified and receive this support?

• How will students move into and out of the program?

• How will we know if the intervention is working?

Evaluating Site Intervention Program Effectiveness

Program Strengths

Focus Intervention

in Comparison to Essential Characteristics

Program Concerns

in Comparison to Essential Characteristics

Desired Outcome Alignment Steps

Intentional Nonlearners (Won’ts)

Failed Learners (Can’ts)

PRTI Essential Standard Plan Protocol

The activity helps teams or schools create a PRTI process. The purpose is to ensure that a group of students master a specific, targeted essential standard. The steps are:

1. Identify the Targeted Standard—Using the format and essential questions from the activity, Identifying Essential Standards (page 43), identify the essential standard to be learned. To work best, you should identify a high-leverage, essential standard.

2. Universal Screening: Answer the following questions and record your responses in the appropriate box.

a. What skills or concepts related to the target standard should be measured prior to core instruction?

b. Who will administer the assessment?

c. When will the assessment be administered?

d. What assessment will be used?

e. Once the assessment has been administered, what information was gained to help guide core instruction and preventive interventions?

3. Prior Skills Needed—Answer the following questions and record your responses in the appropriate box.

a. What prior skills are needed by a student to master the targeted standard? (These skills can be measured using the universal screening tool.)

b. For students lacking in prerequisite skills: How and when will students learn these skills before focusing on the targeted standard?

c. When will educators administer assessments?

d. What assessment will measure student mastery of the prior skills?

e. What research-based practices will be used to teach the prior skills?

4. Tier 1 Core Instruction—Answer the following questions and record your responses in the appropriate box.

a. What skills or concepts related to the target standard will be taught during the Tier 1 core instruction?

b. Who will teach the core instruction?

c. When will the core instruction be taught?

d. What formative common assessments will be used to measure student progress during core instruction?

e. What research-based instructional practices will be used to teach the core instruction?

5. Tier 2 Supplemental Interventions—Answer the following questions and record your responses in the appropriate boxes.

a. What interventions will be provided to intentional nonlearners and failed learners who did not demonstrate mastery after the Tier 1 core instruction?

b. Who will teach the interventions?

c. When will the interventions be offered?

d. What assessments will be used to monitor student progress in each intervention?

e. What research-based instructional practices will be used for failed learners?

6. Tier 3 Intensive Interventions—Answer the following questions and record your responses in the appropriate boxes.

a. What interventions will be provided to intentional nonlearners and failed learners who did not demonstrate mastery after Tier 2 supplemental interventions?

b. Who will teach the interventions?

c. When will the interventions be offered?

d. What assessments will be used to monitor student progress in each intervention?

e. What research-based instructional practices will be used for failed learners?

Helpful Hint: Record individual interventions on sticky notes. It is easy to move them on the chart while discussing possibilities.

PRTI Essential Standard Plan

Grade Level: _______ Subject: _________________ Team Members: _________________________________________________

Target Essential Skill/Standard: _______________

1. Universal Screening Administered By Administered When Assessment Tool Assessment Findings:

Prior Skills Needed (Prevention)

Tier 1 Core Instruction (Goal: 75%+ Proficient)

Solution Tree Press

Tier 2 Supplemental Interventions (Core-Plus)

Failed Learners:

Taught by Taught When Assessment Tool Research-Based Instructional Practices To Be Used

Taught by Taught When Assessment Tool (Progress Monitoring)

Research-Based Instructional Practices To Be Used

Taught by Taught When Assessment Tool (Progress Monitoring)

Research-Based Instructional Practices To Be Used

Intentional Nonlearners:

Tier 3 Intensive Interventions Taught by Taught When Assessment Tool (Progress Monitoring)

Failed Learners:

Intentional Nonlearners:

Research-Based Instructional Practices To Be Used

Universal Screening

Decision Protocols

Tier 1 to Tier 2

Response to Intervention

Diagnostic Assessments

Progress Monitoring

Learning CPR

Intentional Nonlearners:

Pyramid Response to Intervention

Tier 2 to Tier 3

Solution Tree Press

Failed Learners:

Tier 3 to Special Education

Focus on Learning

Critical Steps to Success

Creating a PLC Foundation

Collaborative Culture

Focus on Results

Pyramid Response to Intervention

Decision Protocol Essential Questions:

1. Who: Who needs to be part of the collaborative, problem-solving team(s) to identify student in need of additional time and support?

2. Frequency: How often will the team(s) meet?

3. Monitoring: Who will monitor each student’s progress? What tools (assessments) will be used?

4. Criteria: How much growth is enough? How long will we try the intervention before considering changing interventions?

Decision Protocol: Tier 1 to Tier 2

Who:

Frequency:

Solution Tree Press

Monitoring:

Criteria:

Decision Protocol: Tier 3 to Special Education

Special

Who:

Criteria:

Frequency:

Who:

Decision Protocol: Tier 2 to Tier 3

Frequency:

Tier 2 Supplemental Program

Monitoring:

Criteria: