1 Georgia’s Pyramid of Intervention: Promising Practices in RTI Summer GAEL July 2009 Scarlet...

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Georgia’s Pyramid of Intervention:

Promising Practices in RTI

Summer GAELJuly 2009

Scarlet Correll, Debbie Rondem,Dr. Paula Freer for John Wight

Handouts

PowerPt will be available on the SSTAGE website in 2 weeks

www.sstage.org

http://www.sstage.org/

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Georgia’s Student Achievement Pyramid of Interventions and RTI is…

…a multi-tiered system of instruction/intervention matched to student need and guided by student outcome data

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SSTAGE STATS

First Year (2007-08)3 Conferences = 1000+ participants (SOLD

OUT!) 9 Symposia = 580+ participants5 Regional meetings

Second Year (2008-09)• Sept. 9th & 10th Conference (Interventions) Dublin• Jan. 14th & 15th Conference (Best Practices) Athens

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Characteristics of Effective Practice for RTI, SST and the Pyramid of Intervention framework

Describe what evidence or outcome data you have to support that this practice is in place.

Level of Implementation 1 – Just beginning2 - Making good progress3 - Well established

1 2 3

1. Effective problem solving process at each tier with identified team members, roles and responsibilities.

2. A coordinated system of assessment and progress monitoring (to include screening of all students, decision making rules, data collection and analysis).

3. A coordinated system of instructional/behavioral supports and programs with resources allocated (to include scheduling, research-based materials and practices, and staffing).

4. Job-embedded professional development and ongoing teacher support that addresses relevant areas essential to effective implementation.

5. A systematic plan with specified practices for parent/family communication and involvement.

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1. Effective, systematic problem solving process at each tier

• An interdisciplinary RTI Team at the system level– Define the model (flexibility)– Provide support for research based

programs/interventions– Provide professional learning

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• School Level RTI Team– Include school administrators and teachers– Analyze data– Scheduled, periodic review of data (PoINT,

Instructional Support Team, Data Team, Kid Talk)

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• Administrative Buy-in

• Interventions are matched to areas of need

• Provide transition from one level to the next

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2 minute discussion – Share with a partner what your school or school system could be doing better or share what your school/system is doing to

address.


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2. A coordinated system of instructional/behavioral supports and programs with resources allocated

• Dedicated RTI (“in addition to”)– Consistent scheduled time – During the school day– Before school– After school

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Scheduling Considerations

• When will the most adults be available?

• Can students be easily regrouped?

• Can students be grouped across grades?

• What meaningful activities can be provided for students who do not need interventions?

• Who will track data to determine when students need to be regrouped?

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Chattahoochee ES (Forsyth County)

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St Marys ES (Camden Co.)

2nd Grade

TIME Event

7:40-8:50 Math

8:50-9:20 Soc Studies

9:20-10:10 SEA

10:10-11:00 PE, Art, etc.

11:00-11:49 Lunch

11:49-12:19 Science

12:19-1:20 ELA

1:20-2:10 Reading

5th Grade

TIME Event

7:40-8:30 HR/SEA

8:30-9:20 PE,Art, etc.

9:20-10:20 Block 1

10:20-11:20 Block 2

11:20-11:59 Block 3

11:59-12:38 Lunch

12:38-1:10 Block 3 (cont.)

1:10-2:10 Block 4SEA = Students Enhancing Academics

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Pike County MS (6th grade) 8:15-9:05 1st Academic Class

9:06-9:56 2nd Academic Class

9:58-10:48 3rd Academic Class

10:49-11:39 4th Academic Class

11:40 –1:00 5th Academic Class and LUNCH

1:00 – 1:30 6th ILP Individualized Learning Period

1:33 – 2:21 7th Connection Class or 2nd Math/Reading

2:23 – 3:15 8th Connection Class or 2nd Math/Reading

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8:34-9:29 FIRST

9:34-10:28 SECOND

10:33-11:27 THIRD

11:32-11:59 1st Lunch Instructional Focus

FOURTH FOURTH

12:03-12:30 Instructional Focus

2nd Lunch FOURTH Continued

FOURTH Continued

12:34- 1:01 FOURTH FOURTH 3rd Lunch Instructional Focus

1:05 – 1:32 FOURTH Continued

FOURTH Continued

Instructional Focus

4th Lunch

1:37-2:32 FIFTH

2:36-3:30 SIXTH

Union Grove HS (Henry County)

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• School staff assist with interventions– EIP/REP teacher– Special Education teacher– Counselor– Media Specialist– Speech-Language Pathologist– School Psychologist– Specials, Connections, etc.

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• Tier 2 – Standard Protocol – Fidelity

• Research based interventions• Behavior Support Plan

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address.


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3. A coordinated system of assessment and progress

monitoring

• Tier 1– Universal screening– Common assessments– Benchmark assessments

• Tier 2-4– Diagnostic assessments– Progress monitoring

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Why Universal Screening?

• Quickly identifies students that may need extra assistance

• Time efficient

• Serves as gauge of proficiency

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Academic Probes

• ReadingEarly Literacy, Oral Reading Fluency, Vocabulary, and Maze

• MathEarly Numeracy and Math Curriculum-based Measurement (CBM)

• WritingTotal Words Written, Words Spelled Correct, and Correct Word Sequences,

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AIMSweb Universal ScreeningGrades K-2

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Behavioral Universal Screening

• Tardiness/Absenteeism

• Suspension – ISS and OSS

• Failing Classes

• Office Referrals

• Teacher Observations

• Rating scales

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Behavior …is measured through observation and/or

student self-monitoring

Two examples of behavior data:

Frequency count - How many

times did the behavior occur?

Duration - How long did the

behavior last?

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Assessment at Tiers 2, 3 and 4

Progress Monitoring is a scientifically-based practice that is used to assess students’ academic and behavioral performance to evaluate the effectiveness of instruction.

Progress Monitoring assesses the SAME basic skills and/or behaviors over time to measure progress

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Students to Serve

• At-risk students are determined by multiple indicators:– At-risk on universal screening or benchmark

measure (AIMSweb, iSTEEP, DIBELS, etc.)– Failing Reading or Math portion of CRCT– Classroom performance

– Show ME the DATA - NOT because the teacher feels the student should be served!

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Tier 1:

Screen + 5 Weeks-Latest recommendations from Fuchs & Fuchs (2006) are to use school-wide screening in combination with at least 5 weeks of weekly progress monitoring data

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address.3. A coordinated system of assessment and progress

monitoring

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4. Job-embedded professional learning and ongoing teacher

support that addresses relevant areas essential to effective

implementation

• Professional learning communities

• Coaching support – conduct model lessons that support interventions

• Tier 2 weekly meetings

• Carousel of interventions

32(In Lukens & Donelson, 2008)

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4. Job-embedded professional learning and ongoing teacher


implementation • Competencies

– Tier 1 – Effective instructional practices– Understanding data– Universal screening– Progress monitoring– Research based interventions

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Professional Leaning for RTI

• Training at district level

• School-based training

• Grade level training

• Department meetings throughout district

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address.4. Job-embedded professional learning and ongoing teacher


implementation

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5. A systematic plan with specified practices for parent/family

communications and involvement

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TIER 1 STANDARDS BASED CLASSROOM INSTRUCTION/LEARNING

Tier 1 applies to all students and their parents: • Parent conferences• Family/parent nights – supper, donuts for dad; parent

workshops• School website with parent support, resources and videos• Brochures, newsletters, and student/parent handbook• School councils, PTA/PTO • New student orientation• Community partnerships (churches, daycare,

apartments..)

Tier 1 includes all parents

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Tier 2 and Tier 3

Tier 2Sm group support struggling stu’s • Parents have knowledge/access

to their child’s progress • Provides enhanced

opportunities for extended learning

• Parent workshops- technology,study skills, homework, to help their children achieve

• Includes more frequent progress monitoring/notes home bi-monthly to wkly

• Parent-teacher communication ongoing,

• Community partnerships/tutors, after-school support

Tier 3Individualized supports/interv: • Student progress monitoring

home notes-Wkly • Workshops on specific

home interventions• Parents involved child’s

learning, goals/progress • After school support and

after-school scholarships• Parent involvement in SST

meetings• Frequent home-school

communication• Positive outreach

programs/support for parent

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address.

5. A systematic plan with specified practices for parent/family

communications and involvement

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Where do you begin?

• Develop a district-wide, interdisciplinary RTI task force

• Meet regularly

• Define and establish common vocabulary, goals, and vision for RTI within district

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Where do you begin?

• Establish RTI framework for district• Develop 3-5 Year Plan for RTI

Implementation• Determine what interventions are available

and/or needed within district and schools• Expectations for Progress Monitoring

– RTI implementation at school level– Available interventions by district/school– How will data be collected, disseminated, etc.

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Words of Wisdom

• Do It!– A little less talk and a little more action.

• Do It Right!– Make sure students think, respond, and get

feedback.– Get students on the right kind of intervention.

• Measure It!– Make sure it works.

(Joe Witt, 2007)

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https://www.georgiastandards.orghttps://www.georgiastandards.org

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and other subject areas of GaDOE.

Learning Village expansion to include ALL frameworks for Mathematics

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and and Assessment Assessment

Tools. Tools.

Available Web-Based Available Web-Based Resources…Resources…

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Choosing Interventions

Review Protocols provided by SERVE to support schools and districts in choosing interventions based on student achievement data.

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Choosing Interventions Webinar Series

• Collaborative effort: GaDOE, SSTAGE, REL-SE, and SERVE at UNC-Greensboro

• National presenters from the Institutes of Educational Sciences

• Review of latest research on interventions (IES Practice Guides)

• Audience: school and district teams responsible for choosing interventions based on student need

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Contact Information

John Wight

Professional Learning Program Manager

Standards, Instruction, and Assessment

Georgia Department of Education

404-657-9064

[email protected]

mailto:[email protected]

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SSTAGE Conference

Setting the SSTAGE for Great Performances: ACT III Spotlight on

Instructional and Behavioral Solutions

September 15-16, 2009The DuBose Porter Conference

CenterDublin, Georgia

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Featuring Effective Interventions and Strategies by Two National Presenters

and Authors

Jim Wright (Intervention Central) on Motivating Reluctant Learners and Math Strategies

Gail Adams on Effective Vocabulary Instruction and Strategic Reading (comprehensive strategies)

Plus more…

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Powerful Presentations on Proven Practices:

• Presentations by the four winning teams of the SSTAGE Star Award for Promising Practices (two elementary, one middle school and one school system)

• Behavior Intervention Toolkit (Elementary and Secondary levels)

• Positive Behavioral Supports• Georgia’s RTI/POI Framework and Professional

Learning Supports • Using Research to Strengthen RTI Decision Making and

Implementation• DATA: Effective Assessment and Analysis• Fidelity: Intervention and Implementation• SLANT Class Participation Strategy (Kansas Strategy)• Engaging Parents• Vendor Exhibits and Presentations

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SSTAGE Conference

Coming in January...Coming in January...

Best Practices Conference in Athens, Georgia

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RTI Assessment ResourcesInvestigate and compare commercial products: • www.studentprogress.org Websites with free materials and links:• www.interventioncentral.org • https://dibels.uoregon.edu• http://ggg.umn.edu/siteindex.html• http://iris.peabody.vanderbilt.edu/

browsebytopic04.html Graph data using:• Excel• Chartdog on www.interventioncentral.org• www.easycbm.com

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Presenters

Scarlet Correll ([email protected])

Director of Professional Learning, Research and Intervention, Coordinator for RTI and 504

Valdosta City Schools

Debbie Rondem ([email protected])

Director of Student Support Services

Forsyth County Schools

Dr. Paula Freer for John Wight ([email protected])

Program Specialist

Metro West GLRS

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References• Harn, B., NASP Presentation 2007• NASDE Presentation/Online 2008• Powers, K., Hagans, K., & Olaya,C.,

NASP Presentation 2007• Shinn, M., March, R., & Phillips, M., NASP

Presentation 2008• SSTAGE Conference Presentations, Sept.

2007, January 2008, and March 2008• Torgesen et al. 2001 cited in Skinner et al.

2005

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Reference

• Freer, P. (2008) Building Successful Pyramids through Effective Parent Involvement, Metro RESA/ Metro West GLRS Parent Involvement Conference Ctr. Evergreen Conference Center, Stone Min Georgia. January 2008.

• Lukens, J. & Donelson, B. (2008). Gap Guzzling via RTI: The Ultimate SUV (Stop Underachievement Vehicle), NASP Conference Feb. 2008, New Orleans, Louisiana

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