I-RtI Network
Selecting Tier 2
Interventions and
Strategies
Date
Facilitated/Presented by:
Insert name(s) here
The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of
Education. All funding (100%) is from federal sources.
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12.
However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not
assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán)
I-RtI Network
NETWORKING 2012-13 REVIEW
Review
One of the best
ways to remember
something is to
test yourself.
Effective Instruction Cycle
Why is it happening?
Review
Assessment
Analysis &
Re-teaching
What is the problem?
Planning
End of Unit
Assessment
Teaching
Did the plan
work?
What will we do?
Adjust
Teaching
Mid-Unit
Assessment
Illinois RtI Network
Problem Identification:
What is the problem?
What is
expected?
All students meet common core standards &
behavioral outcomes
What is
occurring?
___% of students meeting expectations
based on district determined accountability &
screening assessments
What is the
context?
___ school level
___ grade level
______ subject/domain
___ classroom level
Illinois RtI Network
Problem Analysis Across
the Tiers
At Tier 1:
If too many students are NOT
proficient as a result of
implementing the core curriculum,
an analysis of factors most related
to effective implementation of a
good core curriculum is
undertaken. (NASDSE, 2006).
Analysis at the
District/School/Grade/
Class Level
Factors Impacting Tier
1: ICEL
INSTRUCTION
• Instructional philosophy
• Instructional approach or
method(s)
• Expectations/objectives
• Clarity & organization
• Pace
• Opportunities for practice
• Duration of continuous instruction
• Nature & frequency of feedback
• Academic engaged time
• Classroom Management
CURRICULUM
• Content of materials
• Difficulty level of materials
• Sequencing
• Organization
• Perceived relevance
Illinois RtI Network
Environment
Curriculum
Learner
Instruction
Factors Impacting Tier 1:
ICEL
ENVIRONMENT
• Arrangement of the room
• Furniture/equipment
• Rules
• Management plans
• Routines
• Expectations
• Peer context
• Peer and family influence
• Task pressure
LEARNER
• Appropriateness of curriculum
and instruction
• Perception of learning
environment
• Academic skills
• Social/behavioral skills
• Adaptive behavior skills
• Motivation
• Medical Issues
Illinois RtI Network
Plan Development
What will we do?
What is the goal?
Based on why, what
will we do differently?
What has the highest
likelihood of
success?
How will we monitor
progress & fidelity?
What resources
(TOOLS, TRAINING,
SUPPORT) are
needed?
Illinois RtI Network
Instructional Planning Form
(IPF)
Student Name_______________________ Teacher Name________________ School Year ____________
Goal ___________________________________________________________________________________
Instructional Strategies
Skill
Materials
Arrangement
Time
Motivational
Strategies
Teaching Strategy
10/03 Adapted from the U of Oregon
Illinois RtI Network
Tier 1 Plan Development
INSTRUCTIONAL
STRATEGIES: HIGH IMPACT
FACTORS
11
A useful resource…
• John Hattie, Australian researcher and
statistician
• Visible Learning (2009) and Visible Learning
for Teachers (2011)
• Examined influences on achievement from
800+ meta-analyses, 50,000 studies, 200+
million students
• Effect size—common metric
Teacher as “activator” or
“facilitator”?
From
presentation
byAJohn
facilitator Hattie
An activator
ES
ES
Reciprocal teaching
.74
Simulations and gaming
.32
Feedback
.72
Inquiry base teaching
.31
Teaching students self-verbalization .67
Smaller class sizes
.21
Meta-cognition strategies
.67
Individualised instruction
.20
Direct instruction
.59
Problem-based learning
.15
Mastery learning
.57
Different teaching for boys and girls
.12
Goals –challenging
.56
Web-based learning
.09
Frequent / effects of testing
.46
Whole Language Reading
.06
Behavorial organizers
.41
Inductive Teaching
.06
.60
.17
Go for it!
• Providing formative evaluation of programs
• Feedback to students and feedback from
students
• Vocabulary instruction
• Study skills instruction
Go for it!
•
•
•
•
Response to Intervention
Mastery learning and Direct Instruction
Reciprocal teaching
Classwide peer tutoring
Reminder…
Differentiation is about…
What we teach
How we teach
How
students
show what
they know
Danielson
Framework
and
EvidenceBased
Teaching
Practices
HOW We
Teach
Response to Intervention…
The Framework
What is Plan Evaluation –
Did our plan work?
Determine progress monitoring quality.
Determine level of implementation fidelity.
Evaluate progress toward goal(s) & compare to decision rule.
Decide on next steps.
19
Fidelity
Curriculum
• Are we adhering to the curriculum as
planned?
Instruction
• Are we adhering to instructional
strategies/routines as planned?
Assessment
• Are we administering & scoring
assessments reliably?
Process
• Are we adhering to the process as
planned?
SASED, 2013
Evaluate progress toward goal(s) & compare to decision rule.
Decision Rules
• Team defines how much
growth is enough before
implementing plan.
Determines if, then
scenario.
– Time bound
– If don’t meet decision
rule, then action steps
are modified and/or
more support is
provided
Example Tier 1 Decision Rules
• If hallway referrals have not decreased by at
least 25% in the first quarter, then will review
plan fidelity and modify the plan as needed.
• If all schools have not created an action plan
to address the identified issue(s) in the
classrooms (e.g., increase OTRs or +/interactions)by January 31, 2013, then will
provide additional coaching support to
address barriers.
• Will provide additional PD in curriculum
materials if less than 40% of students meet
the average ROI for their grade level on the
Winter benchmark assessment.
Evaluate progress toward goal(s) & compare to decision rule.
Evaluating Progress Toward
Goal
• Compare decision rule to
the progress monitoring
data
Outcomes
for Today
I-RtI Network
CRITICAL FEATURES AND CRITERIA FOR TIER 2
INTERVENTIONS/STRATEGIES
Common Language and Definition
Tier 2 includes strategies and interventions
designed to provide a limited, but targeted,
supplemental support system for groups of
students who are not meeting grade-level
performance standards.
Activity: Critical Features of
Tier 2
Interventions/Strategies
• Divide into groups of 3-4 people
• Have groups write on chart paper the features they look for
when selecting a Tier 2 intervention or strategy
• After about 10 minutes, hand out the
Selecting Tier 2 Interventions Checklist
and have them compare their responses.
What should be added to the checklist?
What might they have missed in their
discussion? Are there items on the
checklist they disagree with? After about
10 minutes, discuss with the group.
Discussing Items on the
Checklist
1. Efficacy vs. effectiveness
2a. “I do it. We do it. You do it.” Anita Archer
2b. Instructional design
2c. Strong conceptual basis
2d. Extra opportunities for practice
Discussing Items on the
Checklist
2e. Cumulative review
2f. Frequent feedback
2g. Motivators
2h. Fading
2i. Communicating to parents
Discussing Items on the
Checklist
3a. Complexity
3b. Time required
3c. Materials
3d. Cost
3f. Measuring effectiveness
Discussing Items on the
Checklist
4a. Fill in gaps in core program
4b. Address student needs
4c. Support students with core
4d. Communication among staff
Activity: Treatment
Acceptability/Teacher
Resistance
• Provide a definition of treatment acceptability from the
treatment acceptability thesis.
• As a group, discuss ideas about treatment acceptability should
or should not guide intervention selection.
• Have participants individually read the highlighted portions of
the treatment acceptability thesis and the teacher resistance
article.
• Discuss implications of the information on selection of Tier 2
interventions/strategies.
Activity: Similarities and
Differences
Discuss as a large group or in small groups:
– Think about selecting quality Tier 1
practices and strategies:
• What features do you look for when selecting
quality Tier 1 practices and strategies?
• How is this similar or different from the
features you look for in Tier 2 interventions and
strategies?
How are you feeling about your knowledge of
criteria for selecting Tier 2
interventions/strategies?
I am more confused now about
selection criteria than when I got here.
I have about the same understanding
of our work as when I got here.
I have a better understanding of
selection criteria than when I got here.
Questions/Comments
I-RtI Network
DISTRICT PROCESS FOR SELECTING TIER 2
INTERVENTIONS/STRATEGIES
Where do you best fit?
Where do you best fit?
“I don’t have a clue
how interventions
are selected in my
district. I’m not
involved.”
“I think there is a
systematic process
for selecting Tier 2
interventions/strategi
es, but I haven’t been
involved.”
“I have been involved
in selecting Tier 2
interventions/strategi
es, but we don’t
seem to follow a very
systematic process.”
“I am active and
involved in a
systematic process
when we select Tier 2
interventions/strategi
es.”
• Decide which description best
describes you.
• Go to that corner of the room
that matches your description.
• Discuss with your small group
any knowledge you have about
how your district selects
interventions/strategies.
• If you have no knowledge
about district processes,
discuss your ideas for
improving the situation.
Source: Innovations 2011- Building Level
Strand
Reflection Activity
• Review the Process Guide for Selecting Interventions
• On a piece of paper, put a line down the middle and
on one side write: What are we currently doing? (to
select interventions/strategies) On the other side
write: What can we do to improve our process for
selecting interventions/strategies?
• Write your notes and share ideas as a group.
Activity: RtI/MTSS Manual
Discussion
Discuss as a large group or in small groups:
– What might be good for your RtI/MTSS
manual with regards to a process for
selecting interventions/strategies?
– Does anyone already have this in their
manual?
– What are the advantages of including this in
your manual?
“Genius is the
ability to put
into effect
what is on your
mind.”
F. Scott Fitzgerald
How are you feeling about ideas for a
process for selecting Tier 2
interventions/strategies?
I am more confused now about
selection processes than when I got
here.
I have about the same understanding
of selection processes as when I got
here.
I have a better understanding of
selection processes than when I got
here.
Questions/Comments
Closing
Activities