Exploring Tiered Instruction and Support

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1 Exploring Tiered Instruction and Support CRESC Leadership Conference July 12 th, 2018 Judy Elliott, Ph.D.

2 Ø Explore Rate of Growth as the best measure of effective instruction Ø Deeper look at the 3 Tiers of Support Ø Reflection on your Tiers

3 Critical Components of MTSS/RtI Multiple Tiers of Instruction & Intervention Problem Solving Process Leadership Data Evaluation Capacity Building Infrastructure Communication & Collaboration MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

4 It's a Frame, Not a Box

5 Academic Engaged Time Academic Engaged Time (AET) is the best predictor of student achievement 330 minutes in a day, 1650 in a week and 56,700 in a year This is the currency of instruction/intervention Its what we have to spend on students How we use it determines student outcomes. Most students who are behind will respond positively to additional core instruction. Schools have more staff qualified to deliver core instruction than specialized instruction. Issue is how to schedule in such a way as to provide more exposure to core.

6 Mind the Gap Managing the gap between student current level of performance and rate of growth toward expectation is what MTSS is all about. The two critical pieces of information we need about students are: How big is the gap? How much time do we have to close it? The answers to these questions define and drive our instructional work.

7 Rate of Growth is the best measure of effectiveness of instruction / intervention and the most fair measure.

8 Rate of Growth Ø Where are students now? Ø Where are they supposed to be? Ø How much time do we have to get them there? Ø Is that time realistic? Rate of growth is the best measure of student response to instruction and intervention Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction.

9 Rate of Growth Discovery Education Assessment Results: Math Percent Correct Mikenzi Class Average Grade Average Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014)

10 Which Line Represents the Greatest Growth? Percent Correct Mikenzi Class Average Grade Average Test 1 (Sept. 2013) Test 2 (Dec. 2013) Test 3 (Feb. 2014)

11 Elated Elementary School EOG Reading Proficiency and District Goals 90% 80% 80% 70% 60% 50% 40% 30% 20% 10% 0% 57% 55% 57% 59% School EOG Reading Proficiency District Goal Aimline Linear (School EOG Reading Proficiency)

12 Elated Elementary School Current EOG Reading Proficiency Rate 59% Desired Level 80% Current level 59% Gap 21% 2 year rate 2% = 4 divided by 2 = 2% (2013) (2011) 21% gap divided by 2% growth rate = 10.5 years to close the gap

13 Over the Rainbow High School Goal and Aim Line for ODRs: Current Level: 7615 per year Desired Level: 2000 per year Timeline: 2 years Rate/Year: = /2= 2807/year

14 Over the Rainbow High School 7615 ODR Progress and Goal Goal More than 2100 Hours (351 Days) of Instructional Time Recouped during School Year School is on-track to meet Goal ODRs

15 Aim Line and Trend Line Data DESIRED ACTUAL YEAR 1 YEAR 2 YEAR 3

16 Students with Disabilities Math Sept Oct Nov Dec Jan Feb Mar Apr May June Goal Goal: 72% Proficient Current level: 44.2% Gap: 28% Rate of Growth to Meet Year End Goal = Gap divided by time 28 / 10 months = 2.8% of students per month must move into proficiency Consider Each student by face and name and where they are relative to proficiency now

17 Table Top Discussion How is rate of growth looked at in your School/ District? If it isn t, what do you use to monitor growth or on track for passing/meeting grade level requirements as well as graduation?

18 Three Tiered Model of Supports

19 Three Tiered Model of Student Supports How would you summarize this graph? All students have access to these levels of support in order to meet benchmarks + = The goal of the tiers is student success, not labeling.

20 TIER I: Core, Universal Academic, Behavior and Social Emotional Learning GOAL: 100% of students achieve at high levels Tier I: Begins with clear goals: 1.What exactly do we expect all students to know, understand and do? (Standards-aligned instruction) 2.How will we know if and when they ve learned it? (Using data wisely.) 3.How do we ensure universal supports for ALL learners? (Comprehensive UDL) 4.How do we ensure effective instruction aligned to rigorous standards--for ALL students? (Lesson planning, integrated instruction and effective use of technology.) 5. How do we ensure student engagement and ownership? (Expect and facilitate) 6. How do we communicate the scope, sequence and pacing of instruction? (Lesson planning and communication/collaboration)

21 Critical Data Questions: Tier 1? For students who are receiving only Tier 1 services: What percent are proficient? What percent are not proficient? What are we doing about those who are not proficient? What are we doing about those who are proficient? What are rate of growth for those students who receive only Tier 1? What are the decision rules for problem-solving those students which insufficient rates of growth?

22

23

24 Turn to your neighbor How effective is Core instruction? How do you know?

25 TIER II: Supplemental, Targeted For approx % of students Core + Supplemental Tier II is effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). Ø Where are the students performing now? Ø Where do we want them to be? Ø How long do we have to get them there? Ø How much do they have to grow per year/ monthly to get there? Ø What resources will move them at that rate?

26 Critical Issues Tier 2 Purpose and expectation of Tier 2 services should be explicit and understood by providers: Increase performance of students relative to Tier 1 standards Link curriculum content and strategies with Tier 1 Assess against Tier 1 expectations 70% of students receiving Tier 2 should attain proficiency.

27 Tier 2: Curriculum Characteristics Standard protocol approach Focus on essential skills Most likely, more exposure and more focus of core instruction On average 50% more time than Tier 1 allocation for that subject area Linked directly to core instruction materials & benchmarks Criterion for effectiveness is 70% of students receiving Tier 2 will reach benchmarks

28 Critical Data Questions: Tier 2? For students who are receiving Tier 2 services: What percent are proficient? What percent are not proficient? What rate of growth for those students who receive Tier 2? What are the decision rules for problem-solving those students which insufficient rates of growth? How do we intensify Tier 2 services Tier 2 is not a point/level but a continuum?

29 Grade 4 Tier 2 Concern: In October, the Grade 4 team entered into the data-based problem solving protocol with fidelity. They decided to focus their attention on a group of 11 students who historically have never had movement up or down - they have been consistently been in the blue zone with STAR and the same with their classroom performance. The Team's Action: Placed students all in the same WIN group, and the instruction was based on the professional learning on close reading strategies, DOK questions, and annotating the text. All 4 th grade teachers used the same anchor chart to reinforce the skills that were being taught to the group. Focus was improving Tier 1 instruction for all at the same time.

30 Grade 4 Tier 2 Outcome: After 12 weeks 7 of the 11 students moved to green! The average growth of the group is 1.2 years, with an average percentile rank increase of 23. Next Steps: Look at why 4 students did not attain the same growth & change it up for them. Potentially, Tier 3 Problem-Solving Individual Student Diagnostics

31 Tier 2 Reading Intervention Grade 4 Grade 4-STAR Reading Screening Jan 17-Aug

32 Quick Table Top In your school / district, how do you define supplemental (Tier 2) instruction. Is it standards aligned? Is it paced with Tier 1? What are some characteristics? How do you know who needs it? When to exit? How does the district support schools in creating create the time & space?

33 TIER III: Intensive, Individualized Tier III For Approx. 5% of Students Core + Supplemental + Intensive Individual Instruction Ø Where is the student performing now? Ø Where do we want him to be? Ø How long do we have to get him there? Ø What supports has he received? Ø What resources will move him at that rate? Tier III is effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

34 Critical Issues Tier 3 Purpose and expectations must be defined clearly and understood by providers Collaboration becomes critical Frequent communication between providers is essential Integration of curriculum a greater challenge

35 Tier III Focus of School-based Intervention Team 35 Identify individual academic and behavioral issues through data analysis Develop intensive individual interventions & supports Ensure that these interventions and supports are linked to core instruction Assess integrity and intensity of interventions

36 Characteristics of Intensive Interventions: Tier 3 More powerful instruction involves: - More instructional time - Smaller instructional groups - More precisely targeted at right level Resources - Clearer and more detailed explanations - More systematic instructional sequences - More extensive opportunities for guided practice - More opportunities for error correction and feedback Skills

37 Critical Data Questions: Tier 3? For students who are receiving Tier 3 services: What percent are proficient? What percent are not proficient? What is the rate of growth for those students who receive Tier 3? What are the decision rules for problem-solving those students which insufficient rates of growth?

38 Quick Table Top In your school / district, how do you define intensive (Tier 3) instruction? Is intensive (Tier 3) instruction significantly different from Tier 2 - not just more? Is it standards aligned? Is it paced with Tier 1? What are the characteristics? Is there a template or standard protocol for guidance? How does the district support schools and schools support teachers in creating create the time & space?

39 The most legitimate and effective school improvement effort is not to design a system of interventions to help students at risk, but rather to upgrade the core curriculum. Mike Mattos Principal

40 Sugai, 2016

41 Sugai, 2016

42 Sugai, 2016

43 Resource Mapping Activity Take a few minutes to complete independently. Then share and process as a team.

44 Taking it Back Home: Building your Tiers

45 It s about CORE Tier 1 Data Analysis What % of student receiving only Tier 1 are proficient? What % of student receiving only Tier 1 are not proficient? What % of students receiving Tier 2 made proficiency? What % of student receiving Tier 2 are not proficient? What % of Tier 3 students made proficiency? What % of student receiving Tier 3 are not proficient? What was the overall % of students who made proficiency? What does this look like by student groups?

46 Tier 1 Data Analysis Step 2 Are you happy with: % of students in Core who are proficient in Tier 1? What about Tiers 2 and 3? What does your school s Triangle look like? What are you going to do about it?

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