Response to Intervention ( RtI ) Secondary Model for Intervention
IndianaIndiana s’s Response to Response to Intervention ... Together...Indiana’s Response to...
Transcript of IndianaIndiana s’s Response to Response to Intervention ... Together...Indiana’s Response to...
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Indiana’s Response toIndiana s Response to Intervention AcademyIntervention Academy
Piecing Together the RTI PuzzleGreg Hunt, Laura Fritzen, Pam Upp, Jessica Young Brustg , , pp, g
[email protected] 12 2009May 12, 2009
Supported by a grant through the Indiana Department of Education and offered through the Collaborative Problem Solving Project at the Blumberg Center at
Indiana State University
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Components to ConsiderComponents to ConsiderLeadershipLeadership Evidence-based core curriculum, instruction & interventions/extensionsinstruction, & interventions/extensions Assessment and progress monitoring
tsystem Data-based decision making
• Cultural responsivity • Family community & school partnershipsFamily, community & school partnerships
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Integrated System for Academic and Behavioral Supports
Services across tiersServices across tiers are fluid and data-driven
Tier 3:• Few Students• Increased Frequency
Di i /C i T
Intense, Individualized
SupportTier 2:
• Longer Duration District/Community TeamBuilding Core Team
Targeted, Supplemental Supports
Support• Small Group Building Core Team
C C i l I t ti d L i
ppTier I:• All Students• Preventative,
Proactive
Grade Level TeamsBuilding Core TeamSchool Improvement Team
Core Curriculum, Instruction, and Learning Environment
Proactive
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Preview: Connecting My Presentation t I di ’ Vi i f RTIto Indiana’s Vision of RTI
Administrative supportAdministrative supportDifferentiation within the core, individual pulling and leveled groupsindividual pulling, and leveled groupsBenchmarks and bi-weekly progress-
it imonitoringInterventions driven by data
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Piecing Together the RTI Puzzleg g
Kingsbury Elementary SchoolLaPorte, IN
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Kingsb Demog aphicsKingsb Demog aphicsKingsbury DemographicsKingsbury Demographics
PrincipalPrincipal——Greg HuntGreg Hunt
PopulationPopulation——399 students399 students399 students399 students
GenderGender——204 girls, 195 boys204 girls, 195 boys
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Kylie’s JourneyKylie’s JourneyKylie s JourneyKylie s Journey
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Dirty Details: Dirty Details: yyIn the Beginning…In the Beginning…
R i dR i dRoom in dungeonRoom in dungeonAssistants in hallwayAssistants in hallwayAssistants in hallwayAssistants in hallwayNo materials or directionNo materials or directionNo materials or directionNo materials or direction
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Scattered PiecesScattered Pieces
TrainingTrainingSchool visitsSchool visitsSchool visitsSchool visits11stst two weekstwo weeks11 two weeks two weeks Collaboration with assistants Collaboration with assistants
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Picking Up the PiecesPicking Up the PiecesPicking Up the PiecesPicking Up the Pieces
BenchmarkBenchmark--testtestAnalyze dataAnalyze datayyIdentify student needsIdentify student needs
Differentiation within the coreDifferentiation within the coreDifferentiation within the coreDifferentiation within the coreLeveled groupsLeveled groupsIndividual pullingIndividual pullingp gp gProgressProgress--monitoringmonitoring
Create leveled group scheduleCreate leveled group scheduleC a d g oup s duC a d g oup s du
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Fi st Pieces Fall into PlaceFi st Pieces Fall into PlaceFirst Pieces Fall into PlaceFirst Pieces Fall into Place
Collaborate with classroom teachersCollaborate with classroom teachersAssemble resourcesAssemble resourcesAssemble resourcesAssemble resourcesDevelop plansDevelop plansBegin interventionsBegin interventions
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O ChallengesO ChallengesOur ChallengesOur ChallengesMoneyMoneyMoneyMoneySpaceSpaceTiTiTimeTimeTechnologyTechnologyTrainingTrainingAdministrationAdministrationTeachersTeachersAssistantsAssistantsParentsParents
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T n and Lea nT n and Lea nTurn and LearnTurn and Learn
What are your challenges?What are your challenges?
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O Oppo t nitiesO Oppo t nitiesOur OpportunitiesOur Opportunities
MoneyMoney——grantgrantSpaceSpace——classroomclassroomTiTi d il l l d b ilt i t h d ld il l l d b ilt i t h d lTimeTime——daily leveled groups built into scheduledaily leveled groups built into scheduleTechnologyTechnology——SMARTBoardSMARTBoard, computers, computersTrainingTraining——DIBELSDIBELSTrainingTraining DIBELSDIBELSAdministrationAdministration——supportsupportTeachersTeachers——buybuy--in, weekly team meetingsin, weekly team meetingsyy , y g, y gAssistantsAssistants——hired, trainedhired, trainedParentsParents——letters, conferences, progress reportsletters, conferences, progress reports
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T n and Lea nT n and Lea nTurn and LearnTurn and Learn
What are your opportunities?What are your opportunities?
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ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal
Assessment toolsAssessment toolsDIBELSDIBELSRunning RecordsRunning RecordsWeekly, unit, benchmark, endWeekly, unit, benchmark, end--ofof--year testsyear tests
ResearchResearch--based intervention programsbased intervention programsRoad to the CodeRoad to the CodeMy Sidewalks on Reading StreetMy Sidewalks on Reading Street
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ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal
Textbook seriesTextbook seriesPearson/ScottPearson/Scott ForesmanForesmanPearson/Scott Pearson/Scott ForesmanForesmanLeveled readers from formerly used seriesLeveled readers from formerly used series
BooksBooksIntroduction to the 3Introduction to the 3 Tier Reading ModelTier Reading ModelIntroduction to the 3Introduction to the 3--Tier Reading ModelTier Reading ModelI’ve I’ve DIBEL’dDIBEL’d, Now What?, Now What?R d t th C dR d t th C dRoad to the CodeRoad to the Code
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ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal
SoftwareSoftwareStudy DogStudy DogScholastic Interactive Phonics ReadersScholastic Interactive Phonics Readers
Teacher websitesTeacher websitesReading AReading A--Z (readingaZ (readinga--z.com)z.com)Scott Scott ForesmanForesman Literacy Activities Literacy Activities (http://classroom.jc(http://classroom.jc--schools.net/waltkek)schools.net/waltkek)
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ResourcesResources——Beg, Borrow, StealBeg, Borrow, Steal
Interactive websitesInteractive websitesiknowthat comiknowthat comiknowthat.comiknowthat.comstarfall.comstarfall.compppst.compppst.compppst.compppst.com
TeacherTeacher--created materialscreated materialsFl h dFl h d i l tii l tiFlashcards, games, Flashcards, games, manipulativesmanipulatives
Title I contactsTitle I contactsTeachers, programs, resourcesTeachers, programs, resources
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Sta ting to See the Pict eSta ting to See the Pict eStarting to See the Picture Starting to See the Picture Drop in number tested forDrop in number tested forDrop in number tested for Drop in number tested for Special EducationSpecial Education
P o iding e i e to meet t dent needP o iding e i e to meet t dent needProviding services to meet student needsProviding services to meet student needsNot labelingNot labeling
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Sta ting to See the Pict eSta ting to See the Pict eStarting to See the PictureStarting to See the Picture
Ri i DIBELSRi i DIBELSRise in DIBELS scoresRise in DIBELS scores
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Sta ting to See the Pict eSta ting to See the Pict eStarting to See the PictureStarting to See the PictureRise in ISTEP+ scoresRise in ISTEP+ scoresRise in ISTEP+ scoresRise in ISTEP+ scores
English/Language ArtsEnglish/Language ArtsScores since program inception four years agoScores since program inception four years ago
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Kylie’s Journey ContinuesKylie’s Journey ContinuesKylie’s Journey ContinuesKylie’s Journey Continues
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Next Challenge:Next Challenge:ggGrades 3Grades 3--5 Need…5 Need…
Greater understanding of KGreater understanding of K--2 program2 programInterventions in upper gradesInterventions in upper gradesInterventions in upper gradesInterventions in upper gradesCreativity in staffing, schedule, curriculumCreativity in staffing, schedule, curriculumData to drive instructionData to drive instruction
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Why We Keep WorkingWhy We Keep Workingy p gy p gthe Puzzlethe Puzzle
“No time is as precious or as fleeting as “No time is as precious or as fleeting as the first years of formal schooling. the first years of formal schooling. y gy gResearch consistently shows that children Research consistently shows that children who get off to a good start in reading who get off to a good start in reading g g gg g grarely stumble. Those who fall behind rarely stumble. Those who fall behind tend to stay behind for the rest of their tend to stay behind for the rest of their yyacademic lives.”academic lives.”
--Burns Griffin & Snow 1999Burns Griffin & Snow 1999Burns, Griffin & Snow, 1999Burns, Griffin & Snow, 1999
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Take Home: Connecting MyTake Home: Connecting My Presentation to Indiana’s Vision of RTI
Administrative supportAdministrative supportDifferentiation within the coreDifferentiation within the coreDifferentiation within the core, Differentiation within the core, individual pulling, and leveled groupsindividual pulling, and leveled groupsBenchmarks and biBenchmarks and bi weeklyweeklyBenchmarks and biBenchmarks and bi--weekly weekly progressprogress--monitoringmonitoringI t ti d i b d tI t ti d i b d tInterventions driven by dataInterventions driven by data
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