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RtII: Using Technology to Differentiate Instruction &Interventions Dr. Amy Kern, Central Elementary, Principal Ms. Erin Prosser, Poff Elementary Media & Technology Specialist

RtII : Using Technology to Differentiate Instruction &Interventions

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RtII : Using Technology to Differentiate Instruction &Interventions. Dr. Amy Kern, Central Elementary, Principal Ms . Erin Prosser, Poff Elementary Media & Technology Specialist. Session Goals. Understand the Response to Instruction and Intervention ( RtII ) model - PowerPoint PPT Presentation

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Page 1: RtII : Using  Technology  to Differentiate Instruction  &Interventions

RtII: Using Technology to Differentiate Instruction &Interventions

Dr. Amy Kern, Central Elementary, PrincipalMs. Erin Prosser, Poff Elementary Media & Technology Specialist

Page 2: RtII : Using  Technology  to Differentiate Instruction  &Interventions

1. Understand the Response to Instruction and Intervention (RtII) model

2. Conceptualize a 3 Tier Model of Service Delivery

3. Data Teams Role and Responsibilities

4. Using Data to Create Goals and Action Plans

5. Web Based Programs and Tools that assist in accomplishing goals

Session Goals

Page 3: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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.

What is Response to Instruction & Intervention

(RtII)?

Page 4: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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.

RtII Management: Teams…

• 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.

Page 5: RtII : Using  Technology  to Differentiate Instruction  &Interventions

Response to Intervention Framework

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Data Team Meetings

Review Test Results:

• Achievement Tests

• State Tests

• Common Assessments

Current Benchmark Screening ResultsStudy Island or AIMSweb

Tier 1: Grade Level Instructional Goals

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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

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Study Island Benchmarking Sample

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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:

4. Use Study Island, RAZ-Kids or Education City to increase fluency and comprehension and improve vocabulary.

5. Use Glogster or Digital Storytelling to continue to provide open-ended opportunities to strengthen ability to write short answer question. Model transfer to math problems.

6. 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: Reading

Page 10: RtII : Using  Technology  to Differentiate Instruction  &Interventions

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:

3. 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.

4. 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.

5. 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”

Grade-Level Goals: Math

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• 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

Benefits of Tier 1

Page 12: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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

Page 13: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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: Interventions for Some Students

Page 14: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• Responders

– Move to Tier 1

– Continue tier 2 Intervention

• Non-responders

– Adjust instruction and continue Tier 2 intervention

– Move to Tier 3 intervention

Tier 2: Potential Outcomes

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• 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: Interventions for a Few Students

Page 16: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• Increased direct instruction time

• More time on task

• More immediate and corrective feedback

• More opportunity to respond

• Functional behavior analysis (FBA), Behavioral Intervention Plan (BIP)

• More frequent progress

monitoring (once/week)

• Core curriculum and intensive intervention

Tier 3: Instructional Strategies

Page 17: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• Responders

– Move to Tier 2

– Continue Tier 3 intervention

• Non-responders

– Adjust instruction and continue Tier 3 intervention

– Refer for special education evaluation

Tier 3: Potential Outcomes

Page 18: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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

What is Study Island?

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Grade Level Data Meeting Agenda  Learning SupportStudent Roster Update ReadingTier 3: Intensive StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 2: Strategic StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 1: Other studentsClassroom Progress MonitoringEnrichment MathTier 3: Intensive StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placement Tier 2: Strategic StudentsProgress Monitoring Differentiated Instruction: Classroom and SupportAssessments and Report Card GradeDetermine continued placementTier 1: Other studentsClassroom Progress MonitoringEnrichmentBehavior

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Page 21: RtII : Using  Technology  to Differentiate Instruction  &Interventions
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• 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

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• 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

RtII Advantages (continued)

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Hampton Township School District RtII Flowchart

Hampton Township School District

Response to Instruction and Intervention (RtII) Flowchart

4x/wk

Universal Screening

Core Team Date Review

Supplemental/Targeted Small Group Instruction

3x/wk Progress Monitor Monthly

Core Team Review Process

No Response (At least 4 data points)

Change Intervention

Tier 1 Intervention in the Classroom

Adequate Progress, Continue Intervention

Significant Progress, Intervention Discontinued

Adequate Progress, Continue Intervention

No response

Considerable need- Team proceeds to Tier 2

Significant need- Team proceeds to Tier 3

Response to Tier 2, Monitor and move to Tier 1

Moderate Progress, Continue Intervention

No Response (At least 4 data points)

Intensive/Targeted Small Group Instruction

4x/wk Progress Monitor Bi-weekly

Core Team Review Process

No Response

Special Education Referral

Response to Tier 3, Monitor and move to Tier 2

Tier I: minimally 4-6 weeks

Tier 2: minimally 9-12 weeks

Tier 3: minimally 9-12 weeks

≤20th-≥11th percentile ≤10th percentile

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• EducationCity

• AIMS Web Testing

• Raz Kids

• Xtra Math

• Essential Skills

• Web 2.0

• Glogster

• Starfall.com

• Abcya.com

• Wodle.net

• Digital Storytelling

• Photostory 3

• Animoto with iPads

• Digital Flip Cameras

• AReader

• Destination Reading

• Think Central

• World Book

Other Web Resources

• Study Island

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• 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

RtII Foundations

Page 27: RtII : Using  Technology  to Differentiate Instruction  &Interventions
Page 28: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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 Lessons

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Study Island Reading Assignment

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Study Island Math Assignment

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• Built-in crosswalks support the transition to the Common Core

• Students receive immediate feedback with question explanations

Why Study Island Works?

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• Teachers receive real-time assessment data

• Teacher support tools include lesson plans, instructional videos, and web- and print-resources

Why Study Island Works?

Page 33: RtII : Using  Technology  to Differentiate Instruction  &Interventions

• 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

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Study Island Reporting Examples:Topic Suggestion Report

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Study Island Reporting ExamplesIndividual Student Report