Making Time at Tier 2 FC

Mike Mattos

Copyright © 2015 by Solution Tree Press

Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher.

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Facilitator’s Guide Writer: Julie Koerner

Notes to the Facilitator

This workshop is based on the work of response to intervention (RTI) expert Mike Mattos and will help educators develop and implement enrichment and Tier 2 intervention periods within the regular school schedule. Participants learn from their counterparts in other schools across North America.

The workshop features a video program (approximately forty-nine minutes in length) that shows educators from real professional learning communities (PLCs) engaged in the strategies highlighted in the workshop.

This workshop is divided into twelve components.

1. How Much Time Is Needed for Effective Intervention?: Each school must determine the learning that needs to be addressed and find a way to carve out a period of time to focus on intervention without lengthening or disrupting the school day. This workshop begins with a thirty-minute intervention, two days a week.

2. Creating the Block of Time Within the School Day: Schools evaluate their schedules to find minutes they can cull to create an extra period. For example, two days a week students can leave their classes two minutes early and cut their transitional times by one minute each. This adds up to about thirty minutes to schedule an intervention period during which students can focus on relearning concepts to meet their individual needs.

3. The Need for Systematic Interventions: Systematic interventions provide a structured time for teachers and students to review concepts. The structured period provides a suitable alternative to after-school tutoring or additional homework. Structured intervention gives students opportunities to relearn a concept until they grasp it.

4. Determining What Interventions to Offer: This section discusses ways teacher collaboration can determine student needs. Teachers identify classroom students

who may need intervention and then determine which teachers on the team will reteach specific concepts. Teachers discuss teaching methods, such as repetition; concepts from different teachers; and individualized reteaching.

5. Assigning Students for Reteach of Concepts: Teacher teams determine which student or students need intervention. A team tutorial is planned for reteach. The teacher team shares the responsibilities of assigning students and teaching the individualized interventions.

6. Intervention in All Subject Areas: Educators discuss ways intervention classes evolve. Their original intention was to bring all students to grade level; then they were expanded to provide reinforcement for advanced placement (AP) or honors classes. The teacher team can plan to focus on different disciplines for each intervention. Some students are prescribed to attend; other students request interventions.

7. Types of Interventions: Teachers have identified two general reasons students may fall behind: “I don’t know how to do it,” and “I don’t want to do it.” They pinpoint strategies to address each type of learner and to provide motivation where necessary.

8. Assigning Students Who Need to Do Make-Up Work: The teacher team develops an internal system to identify student issues. It assigns interventions accordingly. When the team notes issues such as poor attendance or disruptive behavior, it plans study halls to supervise and provide help while students catch up with their assignments.

9. Keeping Track of Students During Intervention: To ensure attendance, and for student safety, the teacher team needs to devise a way to keep track of attendance. Schools that have bar code systems use them for tracking interventions. Teachers may notice that a student has learned the concepts and lost interest in the class. Teacher teams determine ways to enforce attendance and compliance while meeting student needs.

10. Intervention Is Not a Punishment: The purpose of all schools and intervention programs is to teach students to take responsibility for their achievement. This section discusses strategies for motivating students without making them feel singled out. Some programs offer choices for students who have met their criteria. In this section, students talk about ways intervention programs have helped them.

11. Extensions for Students Who Have Mastered Essential Concepts: Once students have met the criteria of an intervention program—complete assignments, earn a grade of C or better, and a teacher does not request them to attend—they have the option to attend any open session. It may be a supervised study hall or an enrichment program.

12. Recognizing the Impact of Targeted Interventions: This section provides testimonials from teachers and students about the value of intervention programs. According to one teacher in the video, “The objective is that you learn, not how quickly you learn.” This segment concludes with teacher and student testimonials and charts and graphs about the positive effects on student grades.

Conducting the Workshop

This workshop is designed to last about three to three and a half hours. All the professional development materials you need to conduct this workshop—facilitator’s guide with detailed teaching suggestions, reproducible handouts and masters, as well as the video resources—are provided in this package.

To conduct a successful learning event, please consider the following issues.

• Preparation: Please view the entire video program, read all materials, and complete all activities yourself before leading the workshop.

• Location: The workshop should take place in an area that is large enough for individual, small-team, and whole-group work.

• Equipment: You will need a DVD player, and ideally, you will have one video monitor for every ten to twelve participants. You will also need an overhead projector or computer projector to show handouts.

• Reproducible handouts and masters: Reproducible handouts are included with this guide (starting on page 20 and on the compact disc). The reproducible handouts should be duplicated before the workshop begins and distributed to participants according to the workshop instructions. The reproducible masters in this guide (starting on page 18 and on the compact disc) can be projected from your computer onto a screen or duplicated prior to the workshop.

• Additional equipment: You will also need flip charts, chalkboards, or whiteboards with appropriate writing materials to conduct the workshop.

• Refreshments: The agenda for the three- to three-and-a-half-hour workshop should include one or more breaks during which beverages are offered. Snacks are optional, but water should be available throughout the workshop.

Video Program

This workshop incorporates a video program that is approximately forty-nine minutes in length. The video features documentary footage from a diverse group of principals and teachers in their schools, as well as commentary from one of the leading authorities on RTI learning communities. The RTI process is embedded in the culture of these schools. The footage captures the sights and

sounds of effective teacher teams and leaders in action. There are no scripted scenes in this program! Participants learn from the real-life experience of successful RTI practitioners and their students.

The RTI Resource Continuum

This resource is designed to reinforce RTI concepts and build shared knowledge. The video describes the research-based need for student intervention and details policies and practices that have proven effective in addressing the needs of all learners.

Print

Simplifying Response to Intervention: Four Essential Guiding Principles by Austin Buffum, Mike Mattos, and Chris Weber

Video

Pyramid Response to Intervention: Four Essential Guiding Principles by Austin Buffum, Mike Mattos, and Chris Weber

Web

allthingsplc.info

go.solution-tree.com/plcatwork

go.solution-tree.com/rtiatwork

Workshop Overview at a Glance

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Workshop Teaching Suggestions

Statement of Purpose

This workshop is designed to guide educators in exploration of response to intervention. While all schools attempt to reach all students, the RTI program enables educators to meet students’ varying needs, within the normal school day.

Learning Objectives

After viewing the video and participating in the activities for the workshop, participants will be able to:

• Define systematic intervention

• Develop a mission statement for an intervention program

• Work collaboratively to identify student needs

• Identify and plan a structured intervention time period within the school hours

• Analyze whether students need improvement because they can’t do the work or don’t want to do the work

• Explain the purpose of the RTI program to students: to ensure all students reach achievement

• Work collaboratively with teacher teams and students to reach goals

• Develop strategies for reteaching curriculum concepts

• Analyze teacher teams to maximize their RTI impact

• Strategize ways to be flexible with student needs and school activities

Program Overview

This video program defines a proven, successful response to intervention. Through discussion and testimonials from educators and students, the video identifies how to implement a systematic intervention period within the normal school schedule. With the collaboration of all school educators, a school can identify specific periods of time to work with students who need supplemental help, both below and above the curriculum requirements. Workshop participants will learn how to develop teacher teams to identify and address student needs. The video describes the responsibilities of collaborative teacher teams to: (1) implement the intervention program, (2) provide opportunities to reteach until students grasp concepts, (3) present enrichment concepts for those students who have already learned, (4) be flexible in adapting to changing student needs, and (5) respectfully help students reach academic success.

Materials

• Video program: Making Time at Tier 2

• Reproducible masters:

• “Venn Diagram”

• “Creating Enrichment Opportunities”

• Reproducible handouts:

• “Creating Flexible Time Worksheet: Critical Considerations”

• “Making Time for Supplemental Intervention: Critical Considerations”

• “Sample: Closed Tutorials”

• “Sample: Open Tutorial Schedule”

• “Planning for Weekly Intervention Offerings”

• “Closed Tutorials”

• “Open Tutorial Opportunities”

• “Tutorial Flow Chart”

• Flip charts, chalkboards, or whiteboards with appropriate writing materials

Activities

You can show the video and then conduct the activities for each section of the guide. However, it is recommended that you follow the activities as outlined in the workshop teaching suggestions and stop the video when prompted in the facilitator’s guide. The workshop suggestions in this guide are designed to support this second approach. After showing each of the twelve segments of the video program, allow participants time to comment, express opinions, ask questions, and complete the

activities the guide suggests. If requested, you can replay portions of the video as participants consider the questions and activities.

Welcome and Opening

1. Welcome participants to the workshop, and introduce yourself and any others who serve as workshop hosts, co-leaders, or organizers.

2. Conduct an introductory activity. Ask participants to work with a partner for about five minutes. Ask them to discuss their job responsibilities, successes, and challenges. Then ask pairs to share their discussions with the whole group. Pay attention to those issues that concern meeting the needs of all students. You may want to list those issues on the chalkboard or whiteboard. (If your audience is larger than twenty participants and time is a concern, you may want to double-up the pairs so that groups of four speak to the audience.)

3. Ask the group, “What happens to students who struggle academically?” Project the reproducible master “Venn Diagram” (page 18) to record responses. Note common characteristics of students working below grade and above grade level. One example might be, “loses interest.”

4. Initiate discussion about current participant policies and practices for reteaching and enriching students. During discussion ask, “How successful are your policies?” and “What issues and concerns do you have about the overall effect?”

5. Play the introduction to Making Time at Tier 2, featuring teachers and Mike Mattos. Stop at the segment titled “How Much Time Is Needed for Effective Intervention?”

6. Tell participants that this video and workshop show them how to create a successful systematic RTI period in their own school.

Build a Systematic Tier 2 Intervention Period

1. State that building an effective Tier 2 intervention period starts with the collaboration of all the educators at the school. They work together to determine the students’ learning needs. Author Mike Mattos developed a successful intervention program while principal at Pioneer Middle School in Tustin, California, and now shares his expertise with other schools to help them build their own systematic Tier 2 intervention periods.

2. Play the segment “How Much Time Is Needed for Effective Intervention?” Stop at the screen that says “Pause for Discussion.” Lead participant discussion about finding time to meet students’ individual needs. Has your school used an alternative schedule this year that created an extra period that can be used or revised for intervention?

3. Hand out the reproducible “Creating Flexible Time Worksheet: Critical Considerations” (page 20). You may want to have participants take five to eight minutes to answer the questions on the handout.

Create Time for Intervention

1. Play the “Creating the Block of Time Within the School Day” segment. Stop at the screen that says “The Need for Systematic Interventions.” This segment discusses procedures at Bloomington High School South in Bloomington, Indiana, and Fossil Ridge Intermediate School in St. George, Utah.

2. Ask participants to make a list of considerations for planning an intervention program. The list should answer the following questions.

• How do we determine what teaching needs to be offered?

• How can we hold students accountable?

• How do we manage students who do not need extra help?

• How will we keep attendance?

3. Discuss some of the first decisions collaborative teacher teams must make prior to organizing their intervention program.

• Identify standards all students must grasp.

• Create common assessments for measuring student success.

• View and compare student assessment results.

• Identify students who fall behind. These are the students who need intervention.

4. Distribute the reproducible “Making Time for Supplemental Intervention: Critical Considerations” (page 21). Give participants time to read the considerations on the reproducible and discuss the feasibilities of creating a systematic intervention program in their school.

Why Systematic Intervention?

1. Play “The Need for Systematic Interventions.” Stop at the segment “Determining What Interventions to Offer.” All educators identify the need to help students. Ask participants to discuss how they currently help students with extra needs in their school. Discuss whether this means after-school time, extra work for the teacher, unreliable time, or help from parents.

2. Former Fossil Ridge principal Bob Sonju expresses his school’s initial commitments. Discuss how primary commitments were structured to make sure all students reach success.

• Structured intervention would reteach specific concepts and skills.

• Intervention would not be optional.

What to Offer?

1. Play the segment “Determining What Interventions to Offer.” Stop at “Assigning Students for Reteach of Concepts.” Collaborative teacher teams meet to identify students who need help with concepts. Teachers of a common discipline review students requiring reteaching and determine which teacher will conduct the period. Every teacher accepts a responsibility—monitoring homework, reteaching concepts, or offering extended teaching.

• This collaborative planning avoids repetition while providing tutorials to meet students’ needs. Teachers acknowledge differences in teaching styles, and often the teacher with the highest percentage of passing test scores will conduct the reteaching intervention.

• The collaborative teams learn to identify and address students’ needs more quickly and thoroughly.

Assign Students

1. Play the segment “Assigning Students for Reteach of Concepts.” Stop at “Intervention in All Subject Areas.” This segment discusses methods for assigning students to intervention periods. Some schools stamp a student handbook to assign a period.

• Educators use the teacher section of their website to note which students need a specific reinforcement period.

• Sessions are indicated closed or open. A closed assignment is a specific guided tutorial; student attendance is mandatory. An open session is elective, as long as it serves an academic need.

Address All Disciplines

1. Play the segment “Intervention in All Subject Areas.” Stop at “Types of Interventions.” In this segment, participants will hear about the expansive growth of a systematic intervention program. The program, which starts as specific, aimed reteaching, can extend to daily periods for reteaching, AP or honors classes, or to catch up with missed assignments or homework.

2. Explain that the entire school staff plays a role teaching, supervising, and guiding homework assistance.

3. Discuss how the focus may be on a specific subject in alternating weeks because of discipline crossover.

4. Distribute reproducibles “Sample: Closed Tutorials” (page 22) and “Sample: Open Tutorial Schedule” (page 24) for participants to review weekly scheduled tutorials.

Types of Interventions

1. Play the segment “Types of Interventions” in which educators identify two groups of students: (1) those who don’t know how to do the work (skill) and (2) those who don’t want to, or are not motivated to do the work (will). Stop at the segment “Assigning Students Who Need to Do Make-Up Work.”

• Students who don’t know how to do the work benefit from repetition; the teaching approach is “We’ll teach it to you until you grasp it.”

• Students who appear unmotivated may have varied reasons: frequent absences, lack of parental support, behavioral issues, or disinterest. For these students, the intervention period may be spent in supervised study halls, where their assignment is to complete their work and get help if needed.

2. For all interventions, failure is not an option. Explain that the goal is to supervise all students to reach grade-level proficiency. The work needs to be done.

Make-Up Work

1. Ask participants to discuss strategies for students who fail to do the work. What happens to these students?

2. Play the segment “Assigning Students Who Need to Do Make-Up Work.” Stop at the “Pause” directive. In the segment, teachers discuss how they identify students’ issues for falling below grade level, such as poor attendance. The objective is to intervene before the students fall too far behind. Sometimes the administration will contact parents for support. Administrators observe that when collaborative teams evaluate grades and underlying problems every three weeks, and apply intervention processes immediately, they are more likely to improve or correct the problem.

3. At the “Pause” screen, lead the discussion by asking, “What system could you use to assign students based on the many different needs?”

4. Distribute the reproducible “Planning for Weekly Intervention Offerings” (page 26). Have participants use the reproducible to plan a hypothetical intervention program for their school. If participants are from the same school, you may want to have them work in pairs or small groups for this exercise. Allow about fifteen to twenty minutes to complete the activity.

5. Once the activity is complete and the group has reconvened, ask participants what challenges arose as they planned their intervention schedule. Let the group discuss the challenges.

6. Conclude the activity by discussing what problems might be solved by implementing their planned interventions. After discussion, distribute the reproducible handouts “Closed Tutorials” (page 28) and “Open Tutorial Opportunities” (page 29) and allow participants to draft real tutorial plans. (If time does not allow this activity, encourage participants to take the templates with them to complete later or to take back to share at their schools.) This may be a good time to break for refreshments or a restroom break.

Keep Track of Students

1. Play the segment “Keeping Track of Students During Intervention.” Stop at “Intervention Is Not a Punishment.” Schools must determine how they will track students as they disperse to different locations during intervention periods. Every location is supervised; the educator supervising the room will keep attendance.

• As with all times at school, a system must be in place to monitor attendance. Fossil Ridge uses the bar code system. Other schools may use the same attendance methods they use in every core class period.

• Failing to show up may become less of a problem once students grasp the idea. Let participants discuss how they monitor attendance in their schools. Follow up by discussing ways to monitor attendance during intervention periods.

Motivation

1. Explain that the availability for intervention can motivate students rather than seem like a punishment when approached appropriately. Once students understand the objective of getting all students to reach their highest potential, they make the best use of the intervention time.

2. Play the segment “Intervention Is Not a Punishment.” Stop at “Extensions for Students Who Have Mastered Essential Concepts.” Participants will hear testimonials from students about taking advantage of the accessible intervention program. Students begin to show ownership of their own success.

3. Discuss the different ways students can use an intervention period.

Extensions

1. Play the segment “Extensions for Students Who Have Mastered Essential Concepts.” Stop at the “Pause” screen.

2. Educators discuss the options for students who have met the academic criteria.

• All assignment requirements are up-to-date.

• They have grades C or better in all disciplines.

• No teacher has required them to attend a closed period.

3. Note that scheduled periods offer students enrichment to extend or expand learning in their classes. Enrichment can feature:

• Special projects

• Reading and discussion

• Demonstrations

• Special guests

4. Initiate discussion concerning, What extensions could your team offer students?

5. Display the reproducible master “Creating Enrichment Opportunities” (page 19). Initiate discussion about extended or expanded activities that can be used during open tutorials. Encourage participants to add core school subjects. Note how many enrichment opportunities can apply to more than one discipline.

The Impact of Interventions

1. Play the segment “Recognizing the Impact of Targeted Interventions.” Play through the end of the video.

2. Initiate discussion about changes or effects that students and teachers cite as a result of their intervention program. Suggestions include the following.

• Teachers acknowledge that some students do not grasp a concept the first time. Traditionally, teachers would teach a concept or skill once and move on to the next.

• Students with varying needs have access to specified help and time to keep up with their schoolwork. Student needs vary as a result of after-school sports or jobs, lack of parental support, illness, or lack of motivation.

3. Distribute the reproducible “Tutorial Flow Chart” (page 30). This is one school’s diagram showing the flow of students and the offerings for one intervention or tutorial period.

Conclusion

1. To conclude, initiate discussion about the positive effects of intervention programs on students and educators.

• Participating schools show overall marked improvement in student grades.

• Students take ownership of their own success.

• Teacher collaboration results in improved student grades without adding time to the school day.

2. Ask participants to discuss other factors they may have noted from the video. Some suggestions might be:

• Schools that started with two interventions per week eventually evolved into five days of tutorials each week.

• Schools gave their programs positive names, such as Panther Plus, Real Time, and REACH.

3. Ask participants to state their own conclusions about developing a systematic intervention program. If a participant offers a reservation, ask other participants to suggest solutions.

4. Thank participants for attending the workshop.

Students Below Grade Level

Venn Diagram

Common Characteristics

Students Above Grade Level

Creating Enrichment Opportunities

Core Subjects

Math

Science

English

Social Studies

Foreign Language

Extension and Expansion Activities

Creating Flexible Time Worksheet: Critical Considerations

1. Do we have frequent time during the school day to reteach and enrich students?

2. Is it directive? Can you require students to attend?

3. Is it timely (weekly)?

4. How long does it take for students to get help? How long does it take a student to get out once it has worked?

5. Is it targeted? Is the time used to reteach specific essential standards?

6. Is the time used to enrich and extend learning for students who have already mastered essential standards?

Buffum, Mattos, Weber © 2012 Solution Tree

Making Time for Supplemental intervention: Critical Considerations

Supplemental interventions must be offered during the school day. When interventions are offered before or after school, some students will be unable to stay due to transportation needs, work or family responsibilities, or parental preference. Also, at most schools the faculty is not paid or available to work with students beyond contract hours. But when time is dedicated to extra help during the school day, students can be directed to attend, and the time is during student contact time for the faculty.

Supplemental interventions should be offered weekly, with each session lasting approximately thirty minutes. Use the following questions to create a schedule for your school that achieves these outcomes.

1. Does your school already have an alternative schedule(s) that creates an extra period in the school day? (This could potentially be for school assemblies, testing, and so on.) If so, can it be revised to create a thirty-minute block of time for supplemental interventions?

2. Where should we insert this extra period into our schedule? It is best to insert this period at a time of day when the most students and faculty will be available. For example, many high schools often have student athletes and coaching staff leave before the end of the school day for away games. If this is the case, it would be best not to place the intervention period at the end of the day, as these students and teachers would not benefit from the time during a specific sports season.

3. How many days a week should your school utilize this schedule each week? To make this decision, the school must consider the needs of their students and how often a specific course or subject may need access to struggling students. The minimum should be once a week.

With these answers, a school should be able to create a weekly bell schedule that provides a weekly supplemental intervention period. Visit allthingsplc.info to learn about model schools that have successfully created supplemental intervention time.

Sample: Closed Tutorials

Thursday, May 31 and Friday, June 1

To attend these tutorial sessions, you must have Tutorial Required stamped in your Binder Reminder or prior teacher approval.

Sample: Open Tutorial Schedule

Thursday, May 31, and Friday, June 1

These tutorial sessions are open to any student not required to attend a tutorial, if there is space.

Planning for Weekly intervention Offerings

In the following table:

1. List all faculty members available to lead skill interventions.

2. Have each teacher list what targeted session he or she plans to offer.

3. Have each teacher list if the session will be closed to only students required to attend or open to any student.

4. Determine the location of the session.

In the following table:

1. List all staff members available to assist or supervise additional sessions.

2. Brainstorm additional student will and skill needs for session offering. Examples include make-up work and peer tutoring.

3. Determine location and open or closed status for each offering.

Using the previous information, create a complete schedule of offerings. (See “Sample: Open Tutorial,” pages 24–25, and “Sample: Closed Tutorials,” pages 22–23.) page 2 of 2

Closed Tutorials

Only required students can attend.

Open Tutorial Opportunities

The following tutorial sessions are open to any student not required to attend a tutorial if there is space.

Simplifying Response to Intervention Workshop by Buffum, Mattos, and Weber

Simplifying Response to Intervention Workshop by Austin G. Buffum, Mike Mattos, and Chris Weber © Solution Tree 2013 • solution-tree.com • Reproducible.

Simplifying Response to Intervention Workshop by Austin Buffum, Mike Mattos, and Chris Weber © 2015 Solution Tree Press • solution-tree.com

It’s About Time: Planning Interventions and Extensions in Elementary School

Edited by Austin Buffum and Mike Mattos

Impact student learning through high-quality interventions and enrichment time. Discover powerful strategies to ensure you develop a guaranteed and viable curriculum, create effective common assessments and pacing guides, and pair intervention efforts with technology to meet the needs of today’s students.

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It’s About Time: Planning Interventions and Extensions in Secondary School

Edited by Mike Mattos and Austin Buffum

Discover how to revamp and increase interventions to provide compassionate, transformative support to students at all three tiers of the RTI pyramid. Explore strategies for creative and flexible scheduling, and learn how smart intervention can reboot a toxic school culture.

BKF610

Simplifying Response to Intervention

By Austin Buffum, Mike Mattos, and Chris Weber

The sequel to Pyramid Response to Intervention advocates that effective RTI begins by asking the right questions to create a fundamentally effective learning environment for every student. Understand why paperwork-heavy, compliance-oriented, test-score-driven approaches fail. Then learn how to create an RTI model that works.

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Tiers Without Tears

Featuring Austin Buffum

Dr. Buffum shows you how the big ideas of a PLC are foundationally important when implementing RTI, and why the responsibility of every student’s success should fall to special education teachers and general education teachers.

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Pyramid Response to Intervention

Featuring Austin Buffum, Mike Mattos, and Chris Weber

Shift to a culture of collective responsibility, and ensure a path of opportunity and success for your students. Focusing on the four Cs vital to student achievement, this powerful four-part program will help you collect targeted information on each student’s individual needs and guide you to build efficient team structures.

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