Enhancing RTI support for diverse learners
description
Transcript of Enhancing RTI support for diverse learners
ENHANCING RTI
SUPPORT FOR DIVERSE LEARNERS
By Dierra Dunn
Tiffany Guiragossian
Bryan Watson
Professional Development WorkshopEDAT 7132
July 15, 2014
The purpose of this workshop is to familiarize participants with the Response to Intervention (RTI) process. After completing this workshop, participants should have a working knowledge of the RTI process. This workshop will also provide a model for implementing RTI on a system or school level.
PURPOSE OF THIS WORKSHOP
INTRODUCTION RTI SUPPORT
Introduction Definition
Purpose/ Goals
Legal Requireme
nts
Implementation
School/Teacher Roles
DEFINITION OF RTI
• Response to Intervention (RTI) is a multiple level (or tier) system designed to maximize academic achievement and reduce behavioral issues.
• RTI is a district wide early identification approach which includes assessment, research-based interventions, and progress monitoring.
• RTI is designed to identify students with academic weakness and behavioral issues and provide them with research-based interventions and monitor their progress.
• RTI takes a proactive approach to education by addressing students needs early before they struggle or fail in the classroom.
PURPOSE OF RTI
GOALS OF RTI
• Increase student academic achievement (especially in “at-risk”/ low performing students)
• Reduce expulsion, behavioral referrals, and suspension rates
• Reduce disproportional special education referral and placement rates
• The Individuals with Disabilities Education Act (IDEA) was reauthorized by Congress in 2004.
• IDEA stipulates how states and public agencies must provide early intervention, special education and related services eligible children with disabilities.
• RTI meets the IDEA 2004 requirement for Local Education Agencies (LEAs) to provide and document (monitor) researched-based interventions as part of the referral process for Special Education Services.
LEGAL REQUIREMENTS OF RTI
RTI IMPLEMENTATION OVERVIEW
Phase 1 Phase 2 Phase 3Pre-Screening
EvaluationResearched
Based Interventions
Progress Monitoring
All students are administered Universal Screening (diagnostic test) to identify possible learning or behavioral issues.
Based on Universal Screening data, students are placed on one of three tiers of intervention. Students are provided research-based academic and behavioral interventions.
Students academic and behavioral progress is monitored. Based on progress monitoring data collection, the intensity and frequency of interventions can be adjusted. Students tier placement may adjusted (up or down) based on progress.
RTI
PHASE 1TEXT
UNIVERSAL SCREENING
All students district wide are screened to identify students who are at risk academically or behaviorally.
Brief diagnostic tests are used to collect Universal Screening Data.
Example: Aimsweb Diagnostic Probes
Universal Screening are administered multiple times during the school year (e.g., fall, winter, spring)
RTI
PHASE 2TEXT
RESEARCH-BASED INTERVENTIONS
Tier 1
Tier 2
Tier 3
“Intensive Interventions”Intensive, supplemental instruction delivered to small groups or individually in general education setting. Generally, represents 5% of total student population. (Special Education depending on RTI model) “Targeted Interventions”
At-risk students are provided with targeted, supplemental instruction. Small groups model is used in the general education setting. Generally, represents 15% of total student population. “High Equality Classroom
Instruction”Students taught using district curriculum and instructional practices that are research based; aligned with state or district standards; and incorporate differentiated instruction.
RTI
PHASE 3TEXT
PROGRESS MONITORING
Following students placement within the respective tiers (1-3) students are given support using research-based interventions.
Students progress using the selected research-based interventions must be monitored and data collection preformed.
Student supports (interventions) are adjusted based on progress monitoring data. Students may be moved up or down tiers.
Universal Screening are administered multiple times during the school year (e.g., fall, winter, spring)
• Provide students with high quality classroom instructional using research-based practices, differentiation, and universal design framework.
• Participate in Universal Screening process for student placement (varies depending on system/school RTI model).
• Administer researched-based interventions (academic and behavioral) in regular education setting.
• Perform progress monitoring and data collection for assigned students.
• Adjust interventions and students tier level based on progress monitoring data.
SCHOOL/TEACHER ROLES OF RTI
RTI ACTIVITIES
REASONINGS
GAMES
ASSIGNMENTS
REASONING FOR RTI FOR DIVERSE LEARNER
• Why is RTI needed especially for diverse learners?
• What would RTI models look like that foreground language and culture and are responsive and appropriate for all students?
RTI FRAMEWORK FOR CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS
RTI models for CLD students should include:
• Culturally and linguistically appropriate quality instruction at each level
• A systematic process for examining the classroom context
• A systematic process for examining the background variables of CLD students that impact academic achievement (i.e., first and second language proficiency, educational history including bilingual models, immigration pattern, socioeconomic status, and culture) information through progress monitoring and informal and formal assessments to guide instructional and intervention planning (Klinger, Sorrells & Barrera, 2007).
PYRAMID OF INTERVENTION
(BackBone, 2009)
• The foundation of the first tier should be:- culturally and linguistically responsive- quality instruction with on-going
progress monitoring (using authentic assessments) within the general education classroom.
• Tier 1 components:- A supportive, motivating learning
environment- Research-based, appropriate core
instruction - Culturally responsive teachers - Differentiation
TIER 1: NEEDS BASE LEARNING
• When students have not made adequate progress when taught using appropriate methods at the 1st tier, a second tier of intervention is warranted.
• This tier is characterized as providing a level of intensive support that supplements the core curriculum and is based on student needs as identified through progress monitoring and other means.
- Individualized assessments- Individualized interventions- Referral for specially designed
interventions as needed
TIER 2: TEAM- DRIVEN LEARNING
• This tier is special education.
• Parental consent is needed to move a child to Tier 3.
• Students will have accommodations/modifications through a Special Ed, IEP, Gifted Plan, or ESOL Plan
TIER 3: SPECIAL DESIGN LEARNING
Instructional Accommodation Categories:• Content: What the student needs to learn. The
instructional concepts should be broad based, and all students should be given access to the same core content.
• Process: Activities in which the student engages to make sense of or master the content.
• Product: Products should provide students with different ways to demonstrate their knowledge as well as various levels of difficulty, group or individual work, and various means of scoring.
• Learning Environment: How the classroom works and feels. Materials that reflect diverse cultures, and routines that allow students to get help when the teacher isn’t available.
(Olinghouse, 2008)
DIFFERENTIATION FOR DIVERSE LEARNERS
CREATE LEARNING OPPORTUNITIES FOR DIVERSE
LEARNERS:
Sample Activities
Bloom’s Taxonomy Lesson Deceleration
Layered Lessons™ Buddy Study
Anchoring Activities
Peer Teaching
Adjusting Questions
Flexible Grouping
Learning Contracts Learning Centers
Curriculum Compacting
Building Blocks
Independent Study Technology Activities
Lesson Acceleration
1. Conduct Student Inventory2. Performa a Diagnostic Assessment3. Teach skills4. Allow practice and application 5. Assess/evaluate student performance 6. Re-teach if necessary 7. Provide tier assignment and instruction
REMEDIATION FOR DIVERSE LEARNERS
WORKSHOP ACTIVITY
Brainstorm Interventions: • Try to come up with interventions for
reading comprehension, reading fluency, writing, content area vocabulary, spelling, language, math, organizational concerns, behavioral concerns, and social concerns that caters towards the needs of diverse learners.
• Teams are determined by color on name tag Tier One Tier Two Tier ThreeBlue Team Red Team Yellow Team
What does research say about school monitoring? A school monitoring plan can focus on
tracking individual student progress for diverse learners.
The purpose of monitoring students is to progress toward proficiency in order to reach school improvement achievement goals.
SCHOOL MONITORING
Multiple MeasurementsInclude
Tests
Presentations
Oral responses to Q.’s
ALIGNMENT OF MONITORING SYSTEM
Monitoring Student Progress
Key Areas of Need
Progress monitoring is used to assess student progress or performance in areas
which are identified as being at-risk.
SCHOOL PROGRESS
MONITORING
Progress monitoring (PM): Identifies students who are not
making sufficient progress Determines if students
benefited from a particular lesson
Develops additional programs for diverse learners who are not benefiting applicably
SCHOOL PROGRESS
MONITORING
Pre-planning What is CBM?Curriculum-based measurement (CBM) is a procedure using assessments to determine initial and ongoing proficiency in a specific academic domain. It is reliable and valid, and it uses data to establish goals and progress towards goals.
IMPLEMENTATION
WITH CBM
CBM SCREENS DIVERSE LEARNERS
Monitors student progress for making
instructional decisions
Informs and supports decisions for special education referrals
Caters in the writing of IEP goals
and objectives
Data is used to determine
adjustments for diverse learners
USING CBM IN APM FOR RTI MODEL
Tier 1: PM to
assess responsiveness
•Primary Prevention
Tier 2: PM to
assess responsiveness
•Secondary Prevention
Tier 3: Sp.
Ed.; PM to set IEP
goals; Formulate indiv.
programs; Assess
responsiveness
Post-planningTasks measured by CBM for Diverse Learners: Pre-reading (phoneme segmentation
fluency, letter sound fluency) Reading (word identification fluency,
passage reading fluency, maze fluency) Mathematics (computation concepts and
applications Spelling (formation of words) Written expression (correct word
sentences)
IMPLEMENTATION WITH CBM
THINGLINK1) ENABLE EDITING;
2) CLICK ON THE LINK BELOW;
3) NEXT, DOUBLE CLICK;4) LASTLY, CLICK CONTROL + CLICK
http://www.thinglink.com/scene/545458225923751938
FINAL WORD One size does not fit all!
https://www.google.com/search?q=one+size+does+not+fit+all+in+education
REFERENCES
BackBone Communications (2009). In News. Retrieved from http://backbonecommunications.com/news/arizona-rtiexample-response-
to-intervention-tier-1-2-3/
Dexter, D. D., Hughes, C. (2014). Progress monitoring within a response-
to-intervention model. RTI Action Network. Retrieved fromhttp://www.rtinetwork.org/learn/research/progress-m
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: The Guilford Press.
Flinger, J. K., Sorrells, A., & Barrera, M. (2007). Three-tiered models with culturally and linguistically diverse students. Validated reading practices for three tiers of intervention. Baltimore, MD: Brookes.
REFERENCES
Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention:
What, why, and how valid is it? Reading Research Quarterly, 4, 93–99.
Mark, A. (2008). Response to intervention [PowerPoint slides]. Retrieved from http://www.rti4success.org/resources/rti-implementer-series/rti- implementer-series-training-modules
Olinghouse, N. (2008). Designing Lessons for Diverse Learners. Retrieved from http://education.msu.edu/te/secondary/pdf/
Designing-Lessons-for-Diverse-Learners.pdf
Saenz, L. M. (2008). Using CBM to Progress Monitor English Language Learners.
Webinar for National Center on SPM. Retrieved from http://www.studentprogress.org/doc/webinars/mar08