RtII: Using
Technology to
Differentiate
Instruction
&Interventions
Dr. Amy Kern, Central Elementary, Principal
Ms. Erin Prosser, Poff Elementary Media & Technology Specialist
Session Goals
1.
2.
3.
4.
5.
Understand the Response
to Instruction and
Intervention (RtII) model
Conceptualize a 3 Tier
Model of Service Delivery
Data Teams Role and
Responsibilities
Using Data to Create
Goals and Action Plans
Web Based Programs and
Tools that assist in
accomplishing goals
What is Response to Instruction &
Intervention (RtII)?
• A comprehensive, standards-aligned strategy that
enables early identification and intervention for
students needing additional opportunities to learn high
level content while providing benchmark students the
opportunity to enrich and “grow” their skills and
talents.
• An alternate to the discrepancy model for the
identification of students with learning disabilities.
RtII Management: Teams…
• Review School-wide
performance data
• Prescribe instructional or
behavioral interventions
for students based on
intensity of identified
needs.
• Set short and long term
goals for the school and
students to progress
toward benchmark or
standards.
• Group all students via
level of intervention
based on student
performance data.
• Monitor students’
progress toward
established goals and
benchmarks.
• Adjust interventions
based on student
performance data.
Response to Intervention Framework
Data Team Meetings
Study Island Benchmarking
Benchmarking
•
Gives teachers a snapshot of student proficiencies in relation
to state standards
•
Give teachers and administrators valuable diagnostic
information that can be used to guide classroom instruction
Study Island Benchmarking Sample
Grade-Level Goals: Reading
Goals:
1.
Improve understanding of fictional and nonfictional texts.
2.
(PSSA) Increase open-ended responses by 10% age points
3.
R.B.2 Increase understanding of devices in fictional/nonfictional
texts
Instructional Strategies:
1.
Use Study Island, RAZ-Kids or Education City to increase fluency
and comprehension and improve vocabulary.
2.
Use Glogster or Digital Storytelling to continue to provide openended opportunities to strengthen ability to write short answer
question. Model transfer to math problems.
3.
R.B.2 Utilize Study Island to create lessons on “Understand
literary devices in fictional and nonfictional texts”. Create post
tests to determine proficiency and
re-teaching where necessary.
Grade-Level Goals: Math
Goals:
1. Increase open-ended responses by 10% age points.
2. M.B.1 and .2 Increase # of correct responses to measurement questions by
10%
3. M.D.1 and .2 Provide increased instruction using algebraic concepts of
patterns, functions, symbols, tables and graphs
Instructional Strategies:
1. Use Digital Storytelling, Inspiration, Education City, or Study Island to provide
students with more examples of open ended questions in instruction and on
assessments; teach use of graphic organizes to facilitate complete answers.
2. M.B.1and .2 Use iPad apps to provide opportunities for students to become
increasingly familiar with and utilize metric measurement. Use Study Island to
identify strategic lesson plans related to measurement. Create post test to
determine proficiency.
3. M.D.1 and .2 Use Study Island to identify strategic lesson plans that address
these concepts. Enter: Grade 5 and “Table and Graphs” , “Functions and
symbols”, and “Algebraic Patterns”
Benefits of Tier 1
• Promotion of evidence-based instruction on a
whole-class, whole-school level
• Systematic identification of non-responders
(not just teacher referral)
 Teachers speak common language
 Reduces “waiting” for referral
• Eventual focusing of resources on fewer
students at Tiers 2 and 3
Tier 2: Interventions for Some Students
• Students receive
additional academic and
behavioral support to
successfully engage in the
learning process
• Increased Time and
Opportunity to Learn:
Supplemental small group
instruction in addition to:
• Use of standard protocol
interventions
• More frequent Progress
Monitoring (every other
week)
Tier 2: Interventions for Some Students
•
In addition to core instruction
– May include enhanced core instruction or supplemental programs
•
Use of standard protocol interventions
•
Scientifically research-based interventions
– Academic
– Behavioral
•
Specialists may provide strategic instruction in general education
classroom or in homogeneous skill groups
•
•
•
•
Increased opportunity to learn
Increased Instructional time
Small group instruction
Increased Assessment
– Data collection and analysis twice per month
– Data-based decision making
Tier 2: Potential Outcomes
• Responders
– Move to Tier 1
– Continue tier 2 Intervention
• Non-responders
– Adjust instruction and continue Tier 2 intervention
– Move to Tier 3 intervention
Tier 3: Interventions for a Few Students
• Intensive instruction
• Use of standard protocol
interventions
• Supplemental
instructional materials for
specific skill development
• Small intensive, flexible
groups
• Additional tutoring
• Weekly progress
monitoring
Tier 3: Instructional Strategies
• Increased direct instruction
time
• More frequent progress
monitoring (once/week)
• More time on task
• Core curriculum and
intensive intervention
• More immediate and
corrective feedback
• More opportunity to respond
• Functional behavior analysis
(FBA), Behavioral Intervention
Plan (BIP)
Tier 3: Potential Outcomes
• Responders
– Move to Tier 2
– Continue Tier 3 intervention
• Non-responders
– Adjust instruction and continue Tier 3 intervention
– Refer for special education evaluation
What is Study Island?
•
Designed to help students master the content specified in
state and Common Core Standards
•
Provides quality academic support and practice with
immediate feedback and built-in remediation
•
Offers actionable, real-time assessment data
•
Ideal for self-paced or teacher-guided instruction
Grade Level Data Meeting Agenda
Learning Support
Student Roster Update
Reading
Tier 3: Intensive Students
Progress Monitoring
Differentiated Instruction: Classroom and Support
Assessments and Report Card Grade
Determine continued placement
Tier 2: Strategic Students
Progress Monitoring
Differentiated Instruction: Classroom and Support
Assessments and Report Card Grade
Determine continued placement
Tier 1: Other students
Classroom Progress Monitoring
Enrichment
Math
Tier 3: Intensive Students
Progress Monitoring
Differentiated Instruction: Classroom and Support
Assessments and Report Card Grade
Determine continued placement
Tier 2: Strategic Students
Progress Monitoring
Differentiated Instruction: Classroom and Support
Assessments and Report Card Grade
Determine continued placement
Tier 1: Other students
Classroom Progress Monitoring
Enrichment
Behavior
RtII Advantages
• Focus shifts from who is eligible to concerns about
providing effective instruction
• Identification is not dependent on teacher referral
• Allows students to receive intervention immediately
upon identified need
• Student’s referral includes data indicating how the
student has responded to interventions
• Promotes unity of special ed. and general ed.
– a seamless system
RtII Advantages (continued)
• Special education may not be the only alternative
intervention available
• Sets standard for assessment that is meaningfully
related to student outcomes
• Question for special education evaluation shifts from
Yes/No decisions (Is the student eligible?) to what type
of intervention results in change?
• Links IDEA and NCLB around improved achievement
and accountability for ALL students
Hampton Township School District
RtII Flowchart
Hampton Township School District
Response to Instruction and Intervention (RtII) Flowchart
Universal Screening
Considerable need- Team
proceeds to Tier 2
th
Core Team Date Review
th
≤20 -≥11 percentile
Tier 1 Intervention in the
Classroom
Significant Progress,
Intervention Discontinued
No response
Supplemental/Targeted
Small Group Instruction
3x/wk
Significant need- Team proceeds
to Tier 3
≤10th percentile
Tier I: minimally 4-6 weeks
Adequate Progress, Continue
Intervention
Tier 2: minimally 9-12 weeks
Progress Monitor Monthly
Core Team
Review
4x/wk
Process
Response to Tier 2, Monitor
and move to Tier 1
No Response
(At least 4 data points)
Moderate Progress, Continue
Intervention
Change Intervention
No Response
(At least 4 data points)
Intensive/Targeted Small
Group Instruction
4x/wk
Tier 3: minimally 9-12 weeks
Progress Monitor Bi-weekly
Core Team Review
Process
Response to Tier 3, Monitor and
move to Tier 2
No Response
Special Education
Referral
Adequate Progress,
Continue Intervention
Other Web Resources
•
EducationCity
•
•
AIMS Web
Testing
Digital
Storytelling
•
Photostory 3
•
Raz Kids
•
•
Xtra Math
Animoto with
iPads
•
Essential Skills
•
•
Web 2.0
Digital Flip
Cameras
AReader
•
Glogster
•
•
Starfall.com
•
Destination
Reading
•
Abcya.com
•
Think Central
•
Wodle.net
•
World Book
• Study Island
RtII Foundations
•
Standards-Aligned System and Assessment
– Quality Teaching and Learning: Effective Instruction
•
Teaming (grade level, department, etc.)
– Teacher teams learning, designing and revising instruction
and assessment procedures
•
Formative and Summative Assessment
– Data collection, analysis and use
•
School Organizational Structure
– Adjustment of Infrastructure, i.e. flexible scheduling,
assignment of teachers
•
Realignment of Flexible Use Resources
– Reading Support, Academic Support, IST, Special
Education
Study Island Lessons
•
Teachers can guide students through the program,
communicating expectations, and create class assignments
•
Brief lessons reinforce instructional concepts
•
Students work through questions using multiple modes of
instruction
Study Island Reading Assignment
Study Island Math Assignment
Why Study Island Works?
• Built-in crosswalks support the transition to the Common
Core
• Students receive immediate feedback with question
explanations
Why Study Island Works?
• Teachers receive real-time assessment data
• Teacher support tools include lesson plans, instructional
videos, and web- and print-resources
Study Island Reporting
• Generate reports by student, subject, class, grade, or
school
• Measure progress and identify areas where students
are excelling or need extra practice
Study Island Reporting Examples:
Topic Suggestion Report
Study Island Reporting Examples
Individual Student Report